Oldal 94 [94]
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
communicate in extramural contexts were developed and validated by myself.
In order to make participants’ responses quantifiable, a 5-point Likert scale
ranging from 1 (“I do not agree at all”) to 5 (“I completely agree”) was used for
constructs 11-17; the WTC scales (18-19) were used to measure students’
willingness to communicate in different situations using a 5-point Likert scale
ranging from 1 (“not at all”) to 5 (“very much”). The constructs with an exam¬
ple in each case are detailed below:
11. Ideal L2 self (5 items): attributes that an EFL learner would like to pos¬
sess. Sample item: “I can imagine that in the future, I will be studying at
a university where all subjects are taught in English”
12. Ought-to L2 self (4 items): attributes that the EFL learner thinks the
environment might expect from them. Sample item: “It is important for
me to learn English because the ones around me expect me to learn
English”
13. Language learning experience (5 items): motives related to the imme¬
diate learning environment and experience, i.e., EFL lessons at school.
Sample item: “I like things we usually do in English lessons”
14. Intercultural orientation (4 items): participants’ openness to make con¬
tact with speakers with L1s other than Hungarian using the English lan¬
guage. Sample item: “I would love to travel to countries where I have to
communicate in English with locals”
15. Perceived importance of the English language (5 items): how import¬
ant participants consider the English language on a global scale. Sample
item: “It is important to learn English as it is an international language.”
16.Anxiety in the classroom (5 items): speaking anxiety related to EFL
learning in classroom situations involving a feeling of inhibition. Sample
item: “I am afraid that my classmates will laugh at me when I speak
English”
17.Anxiety in extramural contexts (5 items): speaking anxiety related to
extramural English situations involving a feeling of inhibition. Sample
item: “I am very nervous if I have to speak English with a native speaker.”
18. WTC in the EFL classroom (5 items): participants’ openness to make
utterances and engage in conversations with others in EFL lessons at
school. Sample item: “I hold a presentation in English in an English
class”
19. WTC in extramural contexts (5 items): participants’ openness to make
utterances and engage in conversations with others in out-of-school sit¬
uations. Sample item: “I want to use public transportation when I am
abroad and need to buy a ticket using the English language.”
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