This study aims to find out: (1) an undergraduate EFL student's perception of her willingness to communicate (WTC) in English in an extramural digital context where she is given unlimited opportunities to speak in the target language on digital platforms; (2) her experiences in participating in extramural English activities digitally; (3) and the factors that influence her WTC in this particular context.
This study employed an autobiographical narrative method which involved drafting and analyzing the researcher's personal story and perspective. The data came from both non-narrative and narrative sources. Non-narrative data were artifacts in the form of screenshots, whereas narrative data was obtained from diaries or introspective writings featuring reflections and observations. The data was then thematically analyzed.
The result showed that: (1) The undergraduate student perceived extramural English activities as flexible, engaging, and supplementary means for boosting her WTC in English and language acquisition, serving as a great complement to formal classroom education. She found her WTC in English transformed significantly through extramural digital activities, initially challenged by a lack of confidence. (2) Immersion in digital platforms boosted her WTC and English skills, despite minimal emphasis on grammar. Her engagement evolved from passive to active, improving her language skills and confidence. (3) Multifaceted factors played key roles in her WTC transformation, underscoring the dynamics of language learning outside the classroom. The findings suggested to integrate digital English activities in education to enhance language skills and boost students' confidence.
