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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
to music, and video games, predict extramural motivated language use with
an explanatory power of 4296. Ihis means that the more learners engage in
these EE activities, the more motivated they become to use the English language
and, consequently, to learn English.
Both in-school motivated language learning behavior and extramural mo¬
tivated language use are affected by a number of individual learner differenc¬
es. In the case of in-school motivated language learning behavior, with an
explanatory power of 46%, partly in line with the results of previous research
(Busse-Williams 2010, Dörnyei et al. 2006, Eid 2008, Kormos-Csizer 2008,
Kormos et al. 2011, Lamb 2012), Language Learning Experience and perceptions
about in-school EFL learning turned out to be the main predictors in this study.
However, as opposed to the results of previous research, the Ideal L2 Self was
found to have no impact on in-school motivated language learning behavior.
This requires further research to investigate what other variables could affect
motivated language learning behavior instead.
As for extramural motivated language use, several variables, a total of nine
(Ideal L2 Self, Language Learning Experience, intercultural orientation, the
perceived importance of the English language, extramural EFL learning beliefs,
English subtitle use, extramural L2 anxiety, extramural WTC, learners’ will¬
ingness to include their own Extramural English interests into EFL lessons),
explain it and the explanatory power is also very high (75%). These results are
consistent with the results of Lajtai (2020) as well as previous research. It seems
that intercultural orientation, beliefs, and perceptions about extramural EFL
learning largely determine extramural motivated language use. It would also
be important to investigate further the impact of these variables on motivated
learning behavior as well as extramural motivated language use.
7.2 PEDAGOGICAL AND THEORETICAL IMPLICATIONS
The findings of this research include implications for both researchers and
language teaching professionals. The results of the study show that EE activi¬
ties have a positive effect on various individual learner variables (e.g., motiva¬
tion); therefore, it is worthwhile to incorporate EE activities in L2 teaching as
they have the potential to make the teaching and learning process more efficient
by making attempts to abridge the authenticity gap proposed by Henry (2013).
Another important pedagogical implication of the research project is that by
involving students’ EE interests in EFL lessons, examples could be provided to
them on how to improve their L2 skills in the future, thereby fostering learn¬
er autonomy and life-long learning skills. These skills along with self-regulation
are important skills in the 21* century, and one of the important aims of for¬
eign language teachers should be the nurture of these skills. It is, therefore,
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