Page 114 [114]
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
As a second step, different individual learner differences were examined.
In terms of willingness to communicate, there were several statistically sig¬
nificant correlations identified between extramural as well as in-class willing¬
ness to communicate and many other variables. In the case of extramural
WTC, relationships were identified between this variable and in-school WTC
(.59), extramural anxiety (-.54), in-school anxiety (-.46), extramural motivated
language use (.69), extramural learning beliefs (.40), English subtitle use (.39),
the perceived importance of the English language (.41), intercultural orienta¬
tion (.73), the Ideal L2 Self (.59) and the inclusion of own EE interests into EFL
lessons at school. As for in-school WTC, significant correlations were identi¬
fied with extramural WTC (.59), in-school anxiety (-.68), extramural anxiety
(-.50), extramural motivated language use (.54), English subtitle use (.37), in¬
tercultural orientation (.50), Language Learning Experience (.43) and the
Ideal L2 Self (.51). These results are partly in line with the results of previous
research, as results of this study also show that WTC in both the in-school
and extramural contexts negatively correlate with anxiety, i.e., less anxious
learner are more willing to communicate in English (Chu 2008, MacIntyre
1999, MacIntyre et al. 1999, Sallinen-Kuparinen et al. 1991, Yildiz—Piniel 2020).
Intercultural orientation may be another important predictor of WTC. If
learners are interested in making new connections and finding friends with
whom they can speak English, they are more likely to be open for communi¬
cation in English than learners who do not wish to make such connections.
The high values for the Ideal L2 Self (.51) and Language Learning Experience
(.43) also mean that the more motivated a learner is, the more likely it is that
they are willing to make utterances in English, findings which are in line with
the results of previous research (Hashimoto 2002, MacIntyre et al. 2001, Peng
2007, Peng—Woodrow 2010, Yashima 2002). As for the relationship between
extramural WTC and extramural motivated language use (.54), it seems that
the more motivated a learner is in an extramural context, the more likely it is
that they are willing to communicate using the English language (Horowitz
2019, Reinders—Wattana 2014, Reinders—Wattana 2015).
As far as anxiety is concerned, statistically significant relationships were
found between extramural anxiety and extramural (-.54) and in-school (-.50)
WTC, extramural motivated language use (-.48), intercultural orientation (-.43)
and the Ideal L2 Self (-.34). In the case of in-school anxiety, statistically sig¬
nificant correlations were identified between in-school anxiety and extramu¬
ral (-.46) and in-school (-.68) WTC, extramural anxiety (.75), extramural
motivated language use (-.43), intercultural orientation (-.38) and the Ideal L2
Self (-.33). These results are in line with previous research, which shows that
anxiety negatively correlates with both motivation (Csizér—Piniel 2016, Gard¬
ner et al. 1997, Kormos-Dörnyei 2004, Papi 2010, Piniel-Albert 2018) and
e 112"