<![CDATA[This study aimed to explore the internal and external factors influencing the growth of students’ speaking skills among active members of an English Club. Guided by three theoretical frameworks, Willingness to Communicate (WTC), Complex Dynamic Systems Theory (CDST), and the Sociocognitive Approach this study examines how internal factors such as motivation, confidence, anxiety, personal interests, and future plans interact with external factors including peer support, teacher feedback, learning environment, family support, and exposure to English outside school. Using a qualitative descriptive approach, this study collected data through a questionnaire and focus group discussions. The findings show that the interaction of internal factors, such as motivation, confidence, and emotional readiness, and external factors, including peer support, teacher feedback, and English Club environment, influences students’ speaking development. Rather than relying on a single factor, students’ willingness to speak increases when favorable affective conditions are supported by a low-pressure and interactive learning context. Overall, the English Club serves as a supportive space that encourages meaningful interaction and helps students develop speaking skills beyond the formal classroom]]>
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