Oldal 119 [119]
STUDY Two
As for the last component of the Motivational Self System, the results of
the regression analysis uncovered that the Language Learning Experience can
be explained by two EE activities (see Table 30). These two EE activities, name¬
ly English-language films and series as well as English-language music, turned
out to be significant predictors of this motivational component at the p<.05
level of significance but explain only 5% of it.
Table 30. Results of regression analysis regarding the Language Learning Experience
EE activities B SEB ß t
EE watching films and series 14 .05 .16* 2.89
EE listening to music .24 .10 .13* 2.41
R? .05
F for change in R? 8.767
Note. B stands for regression coefficient. *p<.05
SE B — standard error associated with the coefficient
B — standardized coefficient
R? - stands for the proportion of variance in the dependent variable explained by the
independent variables
These two EE activities, albeit to a marginal extent, could explain the Lan¬
guage Learning Experience component because, as the literature points out,
videos and films have been part of foreign language education for decades
(Degrave 2019); therefore, students may be more used to engaging in these
activities in an EFL lesson, too.
The results in this study concerning two of the three components of the
Motivational Self System, the Ideal L2 Self, and the Ought-To L2 Self are in
line with the findings of previous research in both the international and Hun¬
garian contexts (Csizér—Kormos 2009, Islam et al. 2013, Kormos—Csizér 2008,
Lamb 2012, Papi 2010, Papi-Teimouri 2012, Taguchi et al. 2009). The Ideal L2
Self is a significant predictor, while the Ought-To L2 Self is of much less sig¬
nificance when describing EFL learners’ L2 learning motivation. However, in
the case of the Language Learning Experience, the results of the current study
do not support previous results reported in the literature. Contrary to the
previous findings reporting that the Language Learning Experience is also a
significant predictor of L2 learning motivation, the impact of EE activities on
this component of L2 learning motivation is marginal and negligible. It has to
be underlined, however, that previous research did not investigate the impact
of EE activities on this motivational component; additionally, the marginal
role of the Language Learning Experience (i.e., attitude to in-class EFL lessons)
can be simply explained by the fact that EE activities are leisure-time activities
and are not pursued by students at school. Therefore, it is no surprise that they
do not have a considerable impact on students’ attitudes toward EFL lessons.
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