Oldal 38 [38]
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
Previous research found that the L2 Learning Experience of learners is
strongly connected to motivated language learning behavior, and several stud¬
ies found that it is the strongest motivator (Csizer-Kormos 2009, Islam et al.
2013, Kormos-Csizer 2008, Lamb 2012, Papi 2010, Papi-Teimouri 2012, Ta¬
guchi et al. 2009). In the Hungarian context, Csizer and Kormos (2009) con¬
cluded that the Ideal L2 Selfand Learning Experience are the strongest predic¬
tors of motivated behavior among Hungarian EFL learners. Yet, even though
Dörnyei (2009a: 29) himself claimed that “this component is conceptualized
at a different level from the two self-guides and future research will hopefully
elaborate on the ‘self’ aspects of this bottom-up process”, the connection be¬
tween the L2 Learning Experience and second language learning motivation
is an under-researched component (Csizér 2019). Dörnyei (2019: 20) claims
that the reason behind this is that while the Ideal L2 Self and the Ought-to L2
Self are based on a well-established theoretical basis (cf. Markus-Nurius 1986),
the L2 Learning Experience is relatively under-theorized and, therefore, it is
more difficult to “integrate it into broader theories in a way it has been done
with the Ideal and the Ought-to Selves.”
Moreover, Csizér (2019) points out that there have been terminological is¬
sues related to the L2 Learning Experience. You and Dörnyei (2016) and You
et al. (2016), for instance, did not use L2 Learning Experience but denoted the
same dimension as Attitudes to L2 Learning. Based on You et al. (2016: 96-97),
these differences in terms of labeling the concept are summarized in Table 3.
Table 3. Terms denoting L2 learning experience used in research papers
Name of the concept Research paper(s)
Attitudes to learning English Taguchi (2013); Taguchi et al. (2009)
L2 learning attitude Kormos et al. (2011)
L2 learning experience Csizér and Kormos (2009)
English learning experience Papi (2010)
However, despite terminological variations, the way of measuring this di¬
mension (questionnaire items) demonstrates similarities across the studies.
That is, all these scales, to some extent, aimed to measure learners’ attitudes
towards L2 learning (Csizér 2019, Dérnyei 2019, You et al. 2016).
Csizér (2019) refers to Al-Hoorie’s (2018) meta-analysis, which shows that
the L2 Learning Experience strongly correlates with L2 motivation. As a con¬
sequence, Dörnyei (2019: 20) recently claimed that the L2 Learning Experience
should be reconceptualized and defined as “the perceived quality of the learn¬
er’s engagement with various aspects of the learning process”. By engagement,
Dornyei (2019: 24) refers to the use of the term in educational psychology, where
it is understood as “active participation and involvement in certain behaviors.”
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