| Willingness to communicate refers to an individual’s readiness to speak or remain silent. Willingness to communicate is crucial for students in EFL classroom conversation. This study aimed to investigate teachers’ influencing factors on students’ willingness to communicate in classroom conversation, along with students’ suggestions for teachers to improve students’ willingness to communicate. 160 eleventh-grade students from SMAN 1 Sukaraja were involved as the participants in this study. The study employed quantitative and qualitative methods by analyzing data gathered through questionnaire responses consisting of Likert- scale statements and open-ended questions. The result of this study showed that teacher’s factors on students’ willingness to communicate included teacher’s character, teaching method, wait time, topic selection, error correction approach, and support. Under certain conditions, these factors contribute to a higher level of willingness to communicate among students. The conditions include teachers who are considerate, kind, appreciative of diversity, and supportive. Additionally, longer wait times, familiar topics, student-selected topics, thematic focus, delayed error correction, praise, and rewards also increase students’ willingness to communicate. There were also suggestions that students provided for their teachers to increase students’ willingness to communicate. Students recommended that teachers possess a fun, patient, and confident character, while incorporating games, discussions, and online resources in their teaching methods. Moreover, students prefer subtle error correction and desire supportive teachers who emphasize English speaking and provide assistance with challenging materials. |