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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES (e.g., in-school motivated learning behavior and extramural motivated language use). Regarding independent and paired samples t-tests, it is not enough to report statistically significant (pc.05) differences because a statistically significant result may have a small effect size. In order to estimate the scientific significance and importance of a result, researchers are advised to report the effect size together with the p-value. The effect size measures the strength of the relationship between two (or more) variables. There are several ways to quantify the effect size, but in this research project, Cohen’s delta (d) is used, which is the difference between two means divided by the standard deviation for the data (Cohen 1988). The descriptors for magnitudes of Cohen’s delta are as follows: small d=.20, medium d=.50, and large d=.80. As for the different EE activities, factor analysis was used for data and dimension reduction purposes so that a manageable number of EE activities scales could be created. Finally, relationships among the scales were also investigated through correlation analyses and multiple regression analyses with a stepwise approach where EE activities scales were used as independent variables to identify which other scales EE activities have an impact on. 5.5 RESULTS AND DISCUSSION The subsequent sections present the results of Study Two. First, the reliability of scales is presented. Then the general frequency of engagement in EE activities is detailed. This is followed by the presentation of factor analysis required to reduce the number of EE activities so that further statistical analyses could be performed with a manageable number of variables. Then participants’ beliefs on the use of in-school and extramural EFL learning are discussed, followed by the introduction of results concerning participants’ individual learner differences. Then the results of correlation analyses among scales are presented. Finally, the results of regression analyses investigating the impact of different EE activities on individual learner differences are discussed. 5.5.1 The reliability of the scales First, the reliability of the internal consistency of the different scales was checked. This was achieved by computing the Cronbach’s alpha coefficients for the 19 scales (see Table 11). + 94 +
