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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES 1999, MacIntyre et al. 1999, Sallinen-Kuparinen et al. 1991, Yildiz—Piniel 2020), ie., learners experiencing high levels of foreign language anxiety are less willing to communicate in the particular L2. Besides low foreign language anxiety, learners’ L2 motivation may also contribute to a higher rate of L2 WTC. Previous research shows that the more motivated learners are, the more willing they are to interact with others in a particular L2 (Hashimoto 2002, MacIntyre et al. 2001, Peng 2007, Peng—Woodrow 2010, Yashima 2002). There is a body of empirical research on the impact of digital technology on WTC in different online environments, too, more specifically online chatting and social media (Freiermuth-Jarrell 2006, Malyndra et al. 2020), online courses (Kissau et al. 2010), films (Mirvan 2013, Seferoglu 2008), and digital games (Horowitz 2019, Reinders—Wattana 2014, 2015). These studies found that digital technology has a positive effect on L2 WTC. WTC was chosen to be another component of the present investigation because, on the one hand, it impacts L2 learning motivation; on the other hand, in the Hungarian context, there is no research on the impact of engagement in EE activities on learners’ L2 WTC. 2.3.2.3 Cultural interest Csizer and Dörnyei (2005) claim that cultural interest refers to the appreciation of cultural products associated with a certain L2 and usually portrayed in the media (e.g., films, TV series, music, video games, etc.). This dimension of motivation was first identified by Clement and Kruidenier (1983: 285), who defined it as “an interest in the way of life and the artistic production of the target language group”. Csizer and Dörnyei (2005) refer to Clément et al. (1994), who examined motivational orientations in the Hungarian context and found that English language media, thus English cultural products have an impact on Hungarian secondary school learners’ attitudes to the English language and anglophone culture. This was further supported by the findings of the research carried out by Csizér and Kormos (2008: 13), who claimed “that in a foreign language setting, both direct and indirect contact have the potential to raise students’ interest in using the L2 through L2 cultural products and various means of L2 speaking media”. EE activities are excellent examples of both American and British content as well as other content associated with anglophone culture. These cultural products, as opposed to regular EFL coursebooks, do not overemphasize the British variety of the English language and enable learners to opt for the content they are genuinely interested in. This is important because, as Csizér and Lukacs (2010) pointed out, that English-language media products coming from the USA are preferred over products originating in other English-speaking regions. * 40 +
