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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
subtitles (intralingual subtitles) help viewers with comprehension (Baranowska
2020). Moreover, the use of subtitles in a foreign language also contributes
greatly to L2 vocabulary acguisition (Guichon-McLornan 2008, Markham et
al. 2001, Montero Perez et al. 2014, Winke et al. 2010), but there is no consen¬
sus whether intralingual or interlingual subtitles are more useful. However, it
is beyond doubt that captions draw learners’ attention to the new vocabulary
elements, thus also creating a kind of (L2) linguistic awareness in the students
(cf. noticing emphasized by Schmidt 1993, 1995, 2001).
5.5.5 Students’ beliefs on in-class EFL learning and extramural EFL use
Learning perceptions related to in-school and extramural environments as
well as learners’ in-school motivated learning behavior and extramural moti¬
vated language use, were also compared using paired samples t-tests, and the
results of these tests are reported in Table 21.
Table 21. Results of paired samples t-tests investigating students’ in-school
and extramural learning perceptions
and students’ in-school and extramural motivated learning behavior
Scales M SD t P d
In-school learning beliefs 3.45 1.01
-22.55 | <.001* | 1.25
Extramural learning beliefs 4.73 .50
In-school motivated learning behavior | 3.26 .96
-14.39 | <.001* | .80
Extramural motivated language use 4.09 .81
Note. Statistical significance level of t-tests: *p<.05
In both cases, statistically significant differences were found between stu¬
dents’ perceptions of in-school and extramural English language learning.
Students seem to perceive that extramural learning adds more to their English
language knowledge. They also seem to be more motivated to learn English
when it comes to extramural learning contexts. These results confirm the
results obtained by Lajtai (2020), who also found that secondary school students
are more motivated to learn English in an extramural environment than at
school. The findings of this study, along with the findings of the study carried
out by Lajtai (2020), may provide answers to the discrepancy found in the study
carried out by Oveges and Csizér (2018), a study in which Oveges and Csizér
(2018) found that in the Hungarian secondary school context, students’ L2
learning motivation perceived by EFL teachers is much lower than the actual
L2 learning motivation reported by students. This high self-reported L2
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