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STUDY Two
Ought-to L2 Self, it may be concluded that some students may watch a lot of
English language movies and film series on Netflix, for instance, or spend much
time playing English language video games while communicating with others
online using the English language. This could ultimately contribute to their
Ideal L2 Self rather than their Ought-to L2 Self, as students may successfully
comprehend the English language content they consume but may feel less
motivated to study and to prepare for in-class EFL tests as at that point, they
may not realize the benefits of learning the school content, either. Interesting¬
ly, in the case of language learning experiences (i.e., school-based EFL lessons),
the average of responses (M=3.73, SD=.95) is relatively close to the average of
the Ideal L2 Self (M=4.10, SD=.81). As a result, EFL lessons may be perceived
more positively than negatively by students; however, even though students
may mostly enjoy EFL lessons, this is not necessarily the case with external
requirements, such as weekly tests and exams, set by their EFL teachers, which
could explain the difference between the averages of language learning expe¬
riences and the Ought-to L2 Self.
5.5.6.2 Anxiety and WTC
The last two individual variables were L2 anxiety and L2 willingness to com¬
municate. As for these two individual learner differences, in-school and extra¬
mural L2 anxiety were first compared using a paired samples t-test; however,
no statistically significant difference between the two was found (Table 24).
Table 24. Results of paired samples t-tests comparing in-school
and extramural anxiety and WTC
Scales M SD t P d
Anxiety in the EFL classroom 2.52 1.23
1.13 .259 .06
Anxiety in extramural contexts 2.57 1.14
WTC in the EFL classroom 3.51 1.07
6.81 | <.001* | .38
WTC in extramural contexts 3.86 1.00
Note. Statistical significance level of t-tests: *p<.05
What is more, L2 anxiety in extramural contexts is slightly higher than
in-school L2 anxiety, but the difference between them may be considered only
marginal as there is no statistically significant difference identified between
them. This suggests that learners, in general, do not have a high L2 anxiety
level, which may be the result of frequent (online) encounters with other
speakers of English, which can ultimately lead to more self-confidence and a
lower level of L2 anxiety (Clément et al. 1994, Kormos—Csizér 2007). As for
* 107 +