It is very popular in almost every EFL university classroom in the Mekong Delta that the teacher is the one who talks the most, and students, especially those at the lower level of English proficiency, remain silent and passive during the lessons. The situation makes it challenging job for teachers of these non-majored English classes to help their students improve their communicative competence. The current study is an attempt to explore which factors have inhibited students’ willingness to communicate. Data were collected from questionnaires administered to 360 non-majored English students in a university in the Mekong Delta. From the findings, suggestions are made on how to make students more willing to speak not only in EFL classrooms but also in other contexts.