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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 significant 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 statistically significant difference, students who learned English as their first foreign language engage in EE activities more frequently than students who had another 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. + 98 +
