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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 example in each case are detailed below: 11. Ideal L2 self (5 items): attributes that an EFL learner would like to possess. 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 immediate 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 contact with speakers with L1s other than Hungarian using the English language. 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 important 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 situations. Sample item: “I want to use public transportation when I am abroad and need to buy a ticket using the English language.” + 92 +
