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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 motivated 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 motivated 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 (independent variables) have an impact on the different individual learner differences (dependent variables), such as L2 learning motivation and its related concepts, L2 anxiety, and L2 willingness to communicate. Finally, the potential impacts of the different individual differences (independent variables) on in-school motivated English language learning behavior and extramural motivated English language use (dependent variable) are also investigated. e 113"
