This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language Enjoyment (FLE), and intercultural sensitivity were predictors of the two communicative settings in both contexts, although the relative importance of predictors differed in each case, as determined by the dominance analyses. Intercultural sensitivity, a factor that has seldom been investigated in relation to WTC, emerged as the most influential predictor for oral WTC in both communication environments within the two study samples. The study also discusses the implications for both research and foreign language pedagogy.
