Factors Influencing Minority College Students' Willingness to Communicate in College English Classrooms

Willingness to communicate in class is a key factor affecting minority college students' college English learning outcomes and the improvement of their language application abilities. Due to the particularities of their language background, cultural environment, and learning foundation, minority students often face issues such as insufficient initiative in communication and lack of confidence in expression in college English classrooms. Combining the group characteristics of minority students, this paper systematically analyzes the core variables influencing their willingness to communicate in English classrooms from four dimensions: individual factors, teaching factors, cultural factors, and environmental factors. Based on relevant theories and teaching practices, targeted improvement paths are proposed, aiming to provide theoretical reference and practical guidance for optimizing the college English teaching model for minority students, enhancing the effectiveness of classroom communication, and improving students' comprehensive English application abilities.