Oldal 128 [128]
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
Table 40. Results of regression analysis regarding extramural motivated language
use and individual learner differences
Variables B SEB ß t
Intercultural orientation .23 .06 .21* 3.91
Extramural learning beliefs 47 .06 .29* 7.87
WTC in extramural contexts 13 .04 .16* 3.59
Ideal L2 self .18 .04 .18* 4.37
Learners’ willingness to include their own extra¬
mural English interests into EFL lessons 18 03 4 3.84
Anxiety in extramural contexts -.10 .02 -14* | -4.01
English subtitle use .09 .03 .11* 3.08
Perceived importance of the English language 13 .05 .11* 2.59
Language learning experience .06 .03 .07* 2.31
R? 75
F for change in R? 105.703
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
Regarding extramural motivated language use, the results show that a
number of different variables are involved in explaining it. Most of these vari¬
ables are extramural language learner differences, such as extramural learning
beliefs, extramural WTC, and extramural anxiety. In addition, the perceived
importance of the English language also plays an important role in explaining
extramural motivated language use, as those who value the English language
more are more likely to use it in their free time.
Besides, intercultural orientation — that is, openness to communicate with
people from different linguacultural backgrounds using the English language
— and the use of English subtitles are also important predictors of extramural
motivated language use. Similarly to the findings of previous research in the
classroom based educational context (Csizér—Kormos 2009, Islam et al. 2013,
Kormos-Csizer 2008, Lamb 2012, Papi 2010, Papi-Teimouri 2012, Taguchi et
al. 2009), the Ideal L2 Self and language learning experiences play an import¬
ant role in the extramural context, too, and are important predictors of extra¬
mural motivated language use. It may be concluded, therefore, that students
who think English is an important language in everyday life use English sub¬
titles when engaging in EE activities. Additionally, these learners seem less
anxious in the extramural contexts and have a higher Ideal L2 Self and more
positive language learning experiences.
* 126°