Oldal 127 [127]
STUDY Two
5.5.9 The impact of individual learner differences
on motivated learning behavior
The impact of individual learner differences on in-school motivated language
learning behavior was also investigated through regression analysis.
Table 39. Results of regression analysis regarding in-school motivated learning
behavior and individual learner differences
Variables B SEB ß t
In-school learning beliefs .36 .05 .38* 7.32
Language learning experience .37 .05 .37* 6.99
R? 46
F for change in R? 136.674
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
The results of the analysis show that two variables explain 46% of in-class
motivated language learning behavior. Both variables are significant predictors
at the p<.05 level of significance (see Table 39). In-school motivated language
learning behavior is explained by two variables: in-school learning beliefs and
the language learning experience. These results are partly in line with the
findings obtained by Lajtai (2020), according to which in-school learning be¬
liefs and language learning experience are two of the main predictors of in¬
school motivated language learning behavior. Previous research also found
that the language learning experience is one of the most important predictors
of in-school motivated language learning behavior (Csizér—Kormos 2009, Islam
et al. 2013, Kormos—Csizér 2008, Lamb 2012, Papi 2010, Papi-Teimouri 2012,
Taguchi et al. 2009). However, it is important to highlight that, as opposed to
the findings of previous research, which found that Ideal L2 Self is the main
predictor of school-motivated language learning, in the scope of the present
research, the Ideal L2 Self did not turn out to have any impact on in-school
motivated language learning behavior.
In addition, the impact of the different individual learner differences on
extramural motivated language use was also examined through regression
analysis. The results of the analysis show that altogether nine variables explain
75% of extramural motivated language use at the p<.05 level of significance
(see Table 40).