Page 102 [102]
OCR
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES Table 16. Results of independent samples t-tests investigating the differences between students having a C1 level English language exam certificate and students not having one Yes (n=23) | No (n=302) EE activities t P d M SD M SD 1. EE watching series 4.35 | .77 | 3.84 | 1.24 | 2.87 |.007* | .42 9. EE watching videobloggers on | 4.48 | .84 | 3.86 | 1.33 | 3.19 | .003* 47 YouTube 6. EE reading websites 4.74 | 45 | 3.92 | 1.16 | 7.13 | .001* | .73 11. EE reading books 2.78 | 1.24 | 1.95 | 1.25 | 3.09 | .002* | .67 18. EE reading news 4.00 | 1.00 | 3.22 | 1.47 | 3.47 | .002*| .54 Note. Statistical significance level of t-tests: *p<.05 The data show that in the case of the five EE activities where statistically significant differences were found, students possessing a Cl level foreign language exam engage in certain EE activities more frequently than students not having a C1 level foreign language exam. This suggests that the English language proficiency of these students, similar to participants possessing a B2 level certificate, may also be better than those of other students. This means that the language exam requirement may have a positive effect on foreign language skills emphasized by Novak and Fénai (2020), which may ultimately influence the frequency of engagement in EE activities in the Hungarian secondary school context as students may consciously wish to improve their EFL skills. For the last two background variables, i.e., whether students participated in foreign language exchange programs in an anglophone or non-anglophone country, no statistically significant differences were identified. These seem to be less significant factors in how often students engage in EE activities. On the whole, in the case of the statistically significant differences presented earlier, it may be concluded that students who have a B2 or Cl level foreign language exam certificate and those whose first foreign language learned at school was English engage in EE activities more frequently than their peers. 5.5.3 Categorizing students’ EE activities: factor analysis As there were altogether 18 EE activities in the questionnaire, this would make further statistical analyses more difficult as besides these 18 activities, there were several other scales used in the study. In order to make further analyses easier, factor analysis was used to reduce the number of activities in the questionnaire to a relatively more manageable number of factors. The negative aspect of this procedure is the inevitable data loss that accompanies data * 100 +
