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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, namely 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 Language 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 Hungarian 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 significance 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. + 117 +
