From a pedagogical-psychological point of view, communication in teaching occurs between a teacher and a student or between students themselves. It contributes to the activation of internal mental processes, not only in participating individuals, but it benefits the entire class as a whole. Moreover, in the teaching of a foreign language, communication is not only the means of communication, but it also becomes the content of the lesson. Students verify their knowledge and improve their speaking skills through the meaningful use of the foreign language. The willingness to communicate construct answers the question of why some people are more inclined to share their thoughts, knowledge, and opinions verbally more than others. In the presented research, I investigated students’ willingness to communicate in English language courses on a sample of university students (