Oldal 114 [114]
OCR
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 significant correlations identified between extramural as well as in-class willingness 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 orientation (.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 identified with extramural WTC (.59), in-school anxiety (-.68), extramural anxiety (-.50), extramural motivated language use (.54), English subtitle use (.37), intercultural 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 communication 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 significant correlations were identified between in-school anxiety and extramural (-.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, Gardner et al. 1997, Kormos-Dörnyei 2004, Papi 2010, Piniel-Albert 2018) and e 112"
