Many studies have been conducted to determine the impact of various cognitive, affective, and contextual factors on language learners' willingness to communicate (WTC). This qualitative study investigate the individual factors (i.e., affective and contextual factors) that affect the WTC of pre-service English teachers in blended learning classrooms (both face-to-face and digital classroom settings). The participants consisted of five people who were pre-service English teachers from a university in Cirebon. After being asked for information related to the biographical and linguistic aspects of the background. This study uses Interpretative Phenomenological Analysis (IPA) for data analysis methods. The results of the study reported that there are affective and contextual factors that affect participants' WTC. In addition, participants have inconsistencies in their WTC in both face-toface and digital classrooms. This research will likely contribute to the field of WTC research in the future, and the results obtained from this research will have implications for English teachers in the context of EFL (English as a Foreign Language).

Keywords: Willingness to communicate in language learning, blended learning in language teaching