Oldal 144 [144]
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
In the case ofthe Ideal L2 Self, it was found that several EE activities, name¬
ly (1) watching films and series, (2) reading online, (3) paper-based reading,
and (4) watching online videos on YouTube, have an impact on it. In contrast,
the Ought-To L2 Self was affected only by one EE activity, (1) watching YouTube
videos, while in the case of Language Learning Experience, positive cause—ef¬
fect relationships between said variable and different EE activities, such as (1)
watching films and series and (2) listening to music were identified in several
cases. These results are, in some respects, consistent with the results of pre¬
vious research, which found that the Ideal L2 Self and the Language Learning
Experience are the main predictors of L2 learning motivated behavior in the
Hungarian context. In contrast, the Ought-To L2 Self was found to be a less
significant factor (Dörnyei et al. 2006, Kormos—Csizér 2008). The results of
the present research also show that EE activities impact the former two vari¬
ables and much less on the latter, which again indicates that the Ought-To L2
Self is less significant in the Hungarian context.
Based on previous research as well as the literature, the impact of EE ac¬
tivities on additional predictors of L2 learning motivation was also investigat¬
ed. The results show that intercultural orientation is affected by a number of
EE activities (reading online, paper-based reading, watching YouTube videos,
chatting with others, and watching films and series), while the perceived im¬
portance of the English language was only affected by only two EE activities
(online reading and listening to music); however, in the case of both variables,
EE activities had a somewhat strong explanatory power (29% and 16% respec¬
tively). Thus, it may be concluded that L2 learning motivation and its further
related variables, such as intercultural motivation and the perceived importance
of the English language, are highly affected by EE activities.
RQ4.2 What characterizes Hungarian secondary school students’ L2
anxiety?
As opposed to motivation, a slightly weaker relationship between EE activities
and students’ in-school and extramural anxiety was identified in the case of
anxiety. Albeit with a relatively weak explanatory power, three EE activities
(watching YouTube videos, chatting, and TikTok) affect Hungarian secondary
school students’ self-perceived level of anxiety. An interesting result is that all
activities but one (TikTok) have a positive effect on foreign language anxiety,
meaning that the more one does such activities, the less anxiety they experi¬
ence; yet in the case of TikTok, a negative effect was identified, i.e., those who
use TikTok a lot, experience more L2 speaking anxiety, which might be re¬
lated to TikTok being more of a loner EE activity.
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