Page 106 [106]
OCR
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 consensus 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 motivated 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 students’ 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 + 104 +
