In the context of language instruction and learning, willingness to communicate (WTC) is an important factor in learners' language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focused on trait and state WTC-influencing factors as separate entities. Current research considers the dynamic relationship that occurs between the two and particularly how it manifests in classroom interaction. This study investigated such differences by examining learners' self-reported WTC as trait-related and observed WTC as state-related. It compared WTC in both a teacher led and a peer led activity. Triangulated data were gathered using questionnaires, video recordings, and stimulated recall interviews. The importance of the study's findings lie in the investigation of how learners' self-perception relates to L2 classroom participation. Results showed that WTC may be boosted based on activity and peer group type, emphasizing the necessity of careful lesson planning by language instructors.