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STUDY Two
WTC (Chu 2008, MacIntyre 1999, MacIntyre et al. 1999, Sallinen-Kuparinen
et al. 1991, Yildiz—Piniel 2020).
From the three components of Dornyei’s (2005) Motivational Self System,
the Ideal L2 Self is found to be correlating with extramural (.59) and in-school
(.51) WTC, extramural (-.34) and in-school (-.33) anxiety, extramural moti¬
vated language use (.69), extramural learning beliefs (.52), English subtitle use
(.45), the perceived importance of English (.51), intercultural orientation (.65)
and the Language Learning Experiences (.35) of learners. The Ought-To L2 self
is found to be correlating with the perceived importance of the English language
(.25). Finally, Language Learning Experience correlates with in-school anxiety
(.43), in-school motivated learning behavior (.61), the perceived importance of
English (.38), intercultural orientation (.39) and the Ideal L2 Self (.35). The
results are in line with the findings of previous research that learners are aware
of the global importance of the English language (Csizér—Lukacs 2010) and
that the ideal self is the strongest predictor of in-school motivated learning
behavior (Csizér—Kormos 2009). Furthermore, as the Ought-To L2 Self did not
correlate with many other variables, it may be concluded that, in line with the
results of previous research, it plays a less significant role in the motivation of
participants (Busse—Williams 2010, Csizér—Lukacs 2010, Eid 2008, Lamb 2012,
Kormos et al. 2011). In addition, similarly to the results of previous research
showing that learners’ L2 learning experience is strongly connected to moti¬
vated language learning behavior, the results of this study also found that
in-school motivated language learning behavior strongly correlates with the
language learning experience component of the Motivational Self System
(Csizér—Kormos 2009, Islam et al. 2013, Kormos—Csizér 2008, Lamb 2012,
Papi 2010, Papi-Teimouri 2012, Taguchi et al. 2009).
5.5.8 The impact of EE activities on the different individual learner
differences
In this section, it is investigated whether the different EE activities (inde¬
pendent variables) have an impact on the different individual learner differ¬
ences (dependent variables), such as L2 learning motivation and its related
concepts, L2 anxiety, and L2 willingness to communicate. Finally, the poten¬
tial impacts of the different individual differences (independent variables) on
in-school motivated English language learning behavior and extramural mo¬
tivated English language use (dependent variable) are also investigated.
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