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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES Dörnyei (2019: 24) recently made an attempt to reconceptualize the Language Learning Experience component of the L2 Motivational Self System, which involved the aspect of “active participation and involvement” of learners in certain behaviors. However, Csizér and Dornyei (2019) also reconceptualized the Language Learning Experience again and added EE activities to the definition as they play a significant role in describing learners’ L2 learning motivation. More recently, Mercer and Dörnyei (2020) have also considered student engagement in the learning process as an important prerequisite for motivated learning behavior. These changes in the definition were required, as otherwise, the original concept of Language Learning Experience could not have been completely applicable in the context of the current research project, yet further research may be required to investigate how EE activities could be incorporated into the concept of Language Learning Experience in order to better capture the essence of the concept. Regarding the further closely-related variables affecting motivation are concerned, the regression analysis results uncovered that intercultural orientation can be explained by five EE activities (see Table 31). Table 31. Results of regression analysis regarding intercultural orientation EE activities B SEB ß t EE reading online .18 .05 .23* 3.47 EE paper-based reading .09 .05 .12* 1.96 EE watching online videos on YouTube .10 .04 .14* 2.62 EE chatting with others .07 .03 .13* 2.34 EE watching films and series .08 04 .12* 2.29 R? .29 F for change in R? 25.800 Note. B stands for regression coefficient. *p<.05 SE B - standard error associated with the coefficient ß - standardized coefficient R? — stands for the proportion of variance in the dependent variable explained by the independent variables These five EE activities turned out to be significant predictors of intercultural orientation at the p<.05 level of significance, explaining 29% of it. In the case of intercultural orientation, of the five EE activities, YouTube, chatting, and watching films and series may also be of particular interest because, as Kormos and Csizér (2007) point out, Hungary being a predominantly monolingual country, the most common type of contact with the target * 118 +
