The present study used a qualitative method of narrative frame to investigate levels of willingness to communicate (WTC) in the physical and virtual English Foreign Language (EFL) classrooms, as well as the factors influencing possible changes in the level of WTC in the two different settings. More precisely, this study took a closer look at the feelings the participants associated with speaking in two different settings, factors that influenced the participants' willingness to volunteer in both settings, and in which of the two settings participants spoke voluntarily more often. The study was conducted with seventy-five participants in one of the primary schools in Croatia. The analysis of the data gathered from the narrative frames indicated that, even though there was a generally negative perception of online classes among participants, they still associated positive feelings with speaking in both settings. Nevertheless, the results showed that the participants were more likely to speak voluntarily in the physical classroom. One of the possible reasons for low WTC in the virtual classroom were problems with technology and a lack of interpersonal communication. The most important factor influencing participants’ high willingness to communicate, especially in the physical classroom, was high-perceived communication competence. Some other factors influencing WTC gathered from the results were classroom setting, classroom atmosphere, group size and interlocutors. Since the levels of WTC changed with the change of setting, the study concluded that WTC in this research acted as a situational variable. This study suggests further investigation of processes hidden behind WTC in an online EFL setting.