In the Chinese education system, there is a notable emphasis on developing reading and writing skills in English, often employing a teacher-centered instructional approach. This focus may inadvertently sideline opportunities for real-world engagement and verbal communication in English, potentially hindering students' confidence, and preparedness for oral language use. Recognizing the significance of cultivating a willingness to communicate as a crucial aspect of effective foreign language teaching, this study delves into factors influencing students' communication willingness, specifically exploring the impact of anxiety, self-efficacy, and speech proficiency. The research encompasses 361 participants from H City, China's middle school. The findings reveal a positive classroom environment and favorable experiences among English as a Foreign Language (EFL) students. The reported low anxiety levels indicate that effective teaching methods and gradual exposure to English-speaking activities contribute to a constructive and confidence-building learning atmosphere. Interestingly, though anxiety is found to have a practically negligible impact on willingness to communicate, both speech proficiency and self-efficacy exhibit moderate to strong positive associations with students' willingness to engage in English communication. These results highlight the significance of nurturing speech proficiency and self-efficacy in language learning contexts to foster active participation and confidence in English.