This study examined factors that might have affected EFL learners' willingness to communicate (WTC) in the extramural digital (ED) environment, a rapidly emerging L2 communication context. The investigator conducted a semi-structured interview with 98 EFL students from three Korean universities. Drawing on grounded theory, "socio-political" (Korea's K-12 instruction), "contextual" (familiarity with interlocutors and communities), and "individual" variables (L2 self-confidence and anxiety) emerged as major sources of influence on participants' L2 WTC. Additionally, these sub-variables appeared to interact simultaneously during L2 communication in the ED context. This study contributes to further advancing our understanding of L2 WTC in a CALL environment. It also offers pedagogical insights into how L2 teachers can facilitate EFL learners' WTC in a range of extramural digital environments where their L2 WTC is very different from face-to-face classroom and extracurricular digital settings.