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STUDY Two
Table 19. The final scales describing students’ frequency
of engagement in EE activities
EE activities M SD
1. EE listening to music 4.83 .52
2. EE watching films and series 3.70 1.10
3. EE watching videos on TikTok 3.65 1.75
4. EE watching online videos (YouTube) 3.55 1.08
5. EE reading online 3.40 .98
6. EE video games 2.62 1.45
7. EE chatting online 2.17 1.42
8. EE paper-based reading 1.89 .98
Therefore, scales were created from the factors, the descriptive statistical
results of which are summarized in Table 19. The subsequent statistical anal¬
yses will be carried out using these scales.
5.5.4 Students’ subtitle use habits
As far as participants’ English and Hungarian subtitle use habits are concerned,
participants seem to have an overall positive attitude towards the use of sub¬
titles and typically prefer English subtitles over Hungarian subtitles. This was
also tested and confirmed using a paired samples t-test (Table 20).
Table 20. Results of paired samples t-tests investigating students’ English
and Hungarian subtitles use habits
Scales M SD t P d
English subtitle use 3.78 .96
7.45 <.001* Al
Hungarian subtitle use 3.25 1.10
Note. Statistical significance level of t-tests: *p<.05
The results of the test show that there is a statistically significant difference
between the averages of responses of participants, i.e., students are significant¬
ly more likely to use English subtitles than Hungarian subtitles. The positive
attitude of students towards the use of subtitles is certainly of benefit when
trying to acquire L2 linguistic elements from audio-visual content, as the use
of subtitles has many advantages; among other things, they reduce the cogni¬
tive burden caused by foreign language content, i.e., both the use of subtitles
in the students’ mother tongue (interlingual subtitles) and target-language
* 103 +