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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
on gaming content). Thus, based on Table 13, it may be concluded that in terms
of gender differences, the results of the study reflect the results of previous
research (e.g., Grau 2009, Jözsa-Imre 2013), i.e., there are statistically signif¬
icant differences in what EE activities girls tend to perform and what activities
are pursued by boys.
The second background variable was whether English was the first foreign
language learned by students at school. From all the participants in Study Two,
a total of 281 people learned English as their first foreign language, while 44
people learned some other language as their first foreign language. Table 14
summarizes the statistically significant differences in students’ responses.
Table 14. Results of independent samples t-tests investigating the differences between
students learning English as an L2 and students learning English as an L3
L2 (n=281) L3 (n=44)
EE activities t P d
M SD M SD
9. EE watching
; 3.96 | 1.30 | 3.54 | 1.28 | 1.99 | .048* | .32
videobloggers
M4. EE watching gamers | 217 | 1.57 | 154 | 147 | 2.52 | .oos*| .41
on Twitch
4. EE chatting with others | 2.24 | 145 | 1.75 | 1.12 | 2.57 | .012* | .35
6. EE reading websites 4.04 | 113 | 3.59 | 1.15 | 2.44 | .015* | .40
11. EE reading books 2.08 | 1.28 | 1.54 | 1.02 | 2.62 | .009* | .42
18. EE reading news 3.34 | 1.43 | 2.82 | 1.53 | 2.25 | .025* | .36
Note. Statistical significance level of t-tests: *p<.05
It becomes clear from the table that in all cases where there is a statistical¬
ly significant difference, students who learned English as their first foreign
language engage in EE activities more frequently than students who had an¬
other first foreign language before learning English as their second foreign
language.
The third background variable was to measure how many participants had
at least a B2 level foreign language exam certificate. The averages of students’
responses for the frequency of engagement in the different EE activities were
compared using independent samples t-tests. Of all the participants, 86 had
at least a B2 level foreign language exam certificate in English, while 239 did
not have any foreign language exam certificates. These results are summarized
in Table 15, in which it is visible that, similarly to the previous background
variable, those who have at least a B2 level foreign language exam certificate
pursue certain EE activities significantly more often than those not possessing
such certificates.
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