Willingness to Communicate in English Language Learning in Higher Education: A Bibliometric-Systematic Review of Research Trends, Influencing Factors, and Future Directions

Abstract

Willingness to Communicate is an important dimension of English language learning because it reflects learners’ readiness to use English when communication opportunities arise. As higher education increasingly emphasizes communicative competence, understanding the factors that facilitate or constrain students’ willingness to communicate has become particularly important. This study examines the intellectual structure, research trends, and thematic developments of willingness to communicate in English-language learning among higher-education students. By integrating large-scale knowledge mapping with an in-depth synthesis of empirical evidence, the study provides a more comprehensive understanding of how willingness to communicate has developed and the factors shaping students’ communication engagement. A two-stage Bibliometric-Systematic Literature Review was conducted. The bibliometric stage analyzed 193 Scopus-indexed articles published between 2021 and 2025 using bibliographic coupling and VOSviewer, followed by a systematic review of 25 empirical studies selected through Preferred Reporting Items for Systematic Reviews and Meta-Analyses-guided screening process. Four interconnected research clusters were identified, covering positive psychology and learner agency, motivation and teacher support, digital learning and emotions, and emerging technologies and dynamic communication behavior. The systematic synthesis further revealed that emotional, motivational, technological, and classroom-related factors interact to shape willingness to communicate. Overall, the findings position willingness to communicate as a dynamic and context-sensitive dimension of English language learning in higher education.