Language learners' willingness to communicate in the target language is the key role in achieving their language learning goals. The notion of ‘Willingness to Communicate' (WTC) is a model or concept that integrates psychological, linguistic, and communicative variables in order to describe, explain, and predict foreign or second language communication. This study was conducted to explore the possible factors affecting EFL students' unwillingness to communicate in English in campus. The data were gathered from three research participants using unstructured interview and were analyzed qualitatively using narrative inquiry method and thematic analysis strategy. The findings of this study revealed that the main factors affecting the students' unwillingness to communicate in English during the learning time in campus were linguistic, psycholinguistic, socio-cultural, and institutional factors. And among those major factors, socio-cultural and institutional factors were identified to be the most dominant ones that affected the participants' unwillingness to communicate in English in campus
