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OCR
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. Interestingly, 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 experiences 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 communicate. As for these two individual learner differences, in-school and extramural 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 +
