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The current study was aimed to translate and examine the psychometric characteristics of the Indonesian version of Lee and Hsieh's (2019) questionnaire measuring the effects of four affective variables (i.e. self-confidence, L2 anxiety, grit, and motivation) on students' willingness to communicate in face-to-face (F2F) in both inside and outside classrooms, and in a digital environment. Data were collected from 458 students-269 university students, 102 upper secondary school students, and 87 lower secondary school students. Several statistical analyses (i.e. unidimensionality assessment, reliability analysis, misfit analysis, and differential item functioninganalysis) was performed using Rasch analysis. Findings of the study revealed that seven of eight constructs in the Indonesian version of Lee and Hsieh's (2019) questionnaire is valid with Indonesian samples, and they preserve the psychometric characteristics of the original scale. Recommendations are offered in reference to the findings.

Literature has suggested the role of affective variables such as selfconfidence, motivation, and anxiety in second and foreign language learners' willingness to communicate in conventional language learning classrooms. However, little has been explored regarding the association of such affective variables inside and outside the classroom and digital environment. To this end, the current study modified the affective variables and replicated the methodological procedure of Lee and Hsieh's study, who examined the relation between second language (L2) learner affective variables (i.e., self-confidence, anxiety, motivation, and grit) and their willingness to communicate in three different environments (i.e., in-class, outof-class, and digital environment). A convenience sample of 436 secondary school and university students participated in the study and completed a survey that was administered online. Many of the participants were female (N = 323) and male (N = 113) aged between 10-and 25-years old. Quantitative data analyses using correlational and multiple regression were performed using a statistics software. Findings of the study revealed that all three affective variables; self-confidence, speaking anxiety, and motivation, were significant predictors for Indonesian EFL students' WTC in both F2F (i.e., inside and outside classroom) and the digital environment. Students also were reported to have a higher level of WTC when participating in the digital communication than in F2F settings. The findings of the current study confirmed the earlier research on EFL students' WTC in F2F and digital ABOUT THE AUTHORS