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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES Table 18. Results of factor analysis examining the “Miscellaneous” EE category EE activities Factors 1 2 3 4 5 6 7. EE watching movies .890 1. EE watching series .884 14. EE watching gamers on Twitch .888 3. EE playing video games .882 2. EE watching tutorial videos .933 9. EE watching videobloggers on .621 YouTube 4. EE chatting with others .965 12. EE listening to music .968 16. EE watching TikTok videos .963 The first dimension included English-language films and English-language series. It does make sense that those two activities fall into one category since they are more or less the same activity, the only difference between them being the fact that films are shorter, typically 1-2 hours, whereas film series consist of numerous episodes, each lasting for approximately 40-60 minutes. The second dimension included playing English-language video games, which is interestingly related to another EE activity, English-language (video) gameplays streamed or uploaded by video game players. At first glance, these two activities may seem separate, but on closer inspection, it is logical that they load onto one dimension, as a player who plays video games is likely to watch gameplays, too, and video game related streams because they are interested in video games in general. As a result, these two activities were grouped into one category. The third dimension was English-language videos on YouTube, which included tutorial videos and videos from video bloggers. As both types of videos are usually accessible via YouTube, they are clustered into one factor. The fourth dimension was chatting with others using the English language, a dimension in which only this activity can be found. The fifth dimension was listening to music in English; similarly to the previous dimension, this one also consisted of only one activity. Finally, the sixth and last dimension was watching English-language videos on TikTok, which is a popular social media video-sharing platform for smart devices. Although factor analysis can provide insights into which EE activities relate to one another, we cannot obtain any information from the factor structures about how often respondents engage in the different EE activities. * 102
