Abstract
Students’ unwillingness in communicating (WTC) English has many factors especially insecond language acquisition. This study investigates the willingness to communicate(WTC) in English among ESL undergraduates in Malaysia. A hypothesised model that integratesWTC in English, motivation, self-efficacy, mindset, and performance was tested usingstructural equation modelling (SEM). The results show that the personality of learnersare directly affecting motivation and WTC in English. Further, the results also demonstratethat both motivation and academic achievement influences WTC in English indirectlythrough self-efficacy. The final model correlates well with the data, thereby indicating thepotential of academic achievement can contribute to ESL communication.
 Keywords: Willingness to communicate; low proficiency; second language acquisition;speaking
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