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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES In the case ofthe Ideal L2 Self, it was found that several EE activities, namely (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—effect 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 previous 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 variables 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 activities on additional predictors of L2 learning motivation was also investigated. 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 importance 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% respectively). 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 experience; 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 related to TikTok being more of a loner EE activity. * 142 +
