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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES Lajtai, 2020). As the sense of enjoyment is an important aspect of EE activities, learners tend to derive satisfaction from the engagement in EE activities (Arnold 2009, Chik—Breidbach 2011, Lamb 2004, Purushotma 2005); therefore, as previously explained, L2 learning motivation and motivated language learning behavior are important aspects of extramural English activities. Not only L2 learning motivation, however, but also additional closely related components of motivation, such as L2 anxiety, cultural interest, friendship orientation, and intercultural contact, perceived importance of the English language, and willingness to communicate in an L2 are variables to have a potential impact on learners’ L2 learning motivation in the extramural context. The main aim of this chapter is to elaborate on the extramural context of L2 learning through EE activities. In the first part of this chapter, the underlying term extramural English activities used within the scope of this research project is defined, and then the context of language learning through EE activities is introduced. First, as EE activities are pursued in learners’ leisure time after school, it is important to address how this may occur, i.e., how such activities may contribute to L2 development. As no formal instruction (e.g., school) is involved in these activities, such engagement certainly involves learner autonomy, too, as learners are — to some extent — required to take control of their own learning. Consequently, the role of learner autonomy in learning through EE activities is also discussed in this chapter. Then, an overview of how learning through EE activities (e.g., mainly incidental learning) may occur is described; therefore, the second language acquisition processes involved in learning through EE activities are discussed. Then, because engagement in EE activities mainly but not exclusively happens for entertainment purposes, L2 learning motivation and its closely related individual learner variables are also elaborated on. Finally, previous research on the benefits of EE activities is presented. 2.1 EXTRAMURAL ENGLISH (EE) ACTIVITIES The term extramural English (EE) was first introduced by Sundqvist (2009). From an etymological point of view, the word extramural is an adjectival compound where extra means outside and mural means wall; thus, the term literally translates as outside the walls of something. Hence, extramural English means English outside the walls, where the walls refer to the walls of EFL classrooms and educational institutions, mostly schools. In this book, therefore, extramural English refers to all situations and activities where learners encounter and come in contact with the English language outside the classroom and school. +18 +
