This paper explores factors contributing to the willingness to communicate (WTC) in English as a foreign language (L2) in a Thai university setting. The study uses multiple methods within a qualitative research approach. Data were collected through interviews, stimulated recall, and classroom observations. Relevant contextually-related variables that emerged from the analyses were categorized into four dimensions: social- psychological context, classroom context, cultural context, and social- individual context. The findings revealed the overlapping nature of factors in all dimensions, which reflects the complex interactions among contextually dependent WTC variables within the language classroom. This paper contributes to the knowledge of WTC in a second language (L2) from a qualitative perspective.