Page 105 [105]
OCR
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 analyses 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 subtitles 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 significantly 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 cognitive burden caused by foreign language content, i.e., both the use of subtitles in the students’ mother tongue (interlingual subtitles) and target-language * 103 +
