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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES L2 willingness to communicate, a statistically significant difference was found between in-school and extramural L2 willingness to communicate (Table 24). It appears that participants are more willing to communicate in English in extramural contexts, such as purchasing tickets at museums and ordering food in a restaurant, which is in line with the findings of previous research (PinielAlbert 2018). This can be traced back to the fact that while students are assessed and evaluated at school, their L2 errors and mistakes are corrected, i.e., they are present there as language learners and they may not really wish to communicate more than necessary. In contrast, when engaging in EE activities, where successful communication or even financial matters (e.g., the price ofa souvenir when bargaining) are at stake, students are present as language users and may feel more motivated to communicate and use English. This resonates well with the notions of functional practice (Bialystok 1981) and language-as-social-practice (Barton—Potts 2013) found in the literature. Even though several statistically significant differences were found between the scales measuring individual differences in in-school and extramural contexts, it is also important to examine the relationships between the different scales. Therefore, in the next section, correlation analyses between the scales and then regression analyses were run to examine causative relationships among scales. 5.5.7 Correlations among scales In this section, statistically significant correlations among scales are presented (see Table 25). As for the strength of the relationship between variables, the correlation coefficient may be between -1 and +1. Positive correlation coefficients refer to a direct relationship between variables; therefore, if the value of one variable increases, so does the value of the other variable. Negative correlation, however, refers to an inverse relationship, i.e., as one variable’s value increases, the other variable’s value decreases (D6rnyei 2007). Based on the literature (Hinkle et al. 2003), if the correlation coefficient is between .00 and 0.30 (-.30), there is only a negligible positive (or negative) correlation; between .31 (-.31) and .50 (-.50), there is a low positive (negative) correlation; between .51 (-.51) and .70 (-.70), there is a moderate positive (negative) correlation; and between .71 (-.71) and 1.00 (-1.00), there is high positive (negative) correlation. First, the different EE activities (altogether eight activities) were correlated with one another. It can be seen from Table 25 that there are a number of significant correlations among EE activities, yet most can be found between online reading and other activities. It is not surprising, however, that there is a moderate correlation between online reading and paper-based reading (.55), - 108 +
