Oldal 116 [116]
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
5.5.8.1 Learners’ willingness to incorporate
their EE interests into EFL lessons
Results of the regression analysis uncovered four latent dimensions explaining
40% of students’ willingness to include their own EE interests in EFL lessons
at school (see Table 26). Four EE activities turned out to be significant predic¬
tors of the extent to which learners involve what they have learned from EE
activities in EFL lessons at the p<.05 level of significance.
Table 26. Results of regression analysis regarding learners’ willingness
to include their EE interests in EFL lessons
EE activities B SEB ß t
EE reading online .31 04 .36* 7.24
EE video games 21 .03 .36* 8.30
EE watching films and series 11 .04 .14* 2.85
EE listening to music 17 .07 .10* 2.27
R? 40
F for change in R? 53.340
Note. B stands for regression coefficient. *p<.05
SE B — standard error associated with the coefficient
B — standardized coefficient
R? — stands for the proportion of variance in the dependent variable explained by the
independent variables
A total of four activities determine 40% of how often and how willingly
students incorporate L2 elements they have acquired from various EE interests
into school-based EFL lessons. Reading online content in English (e.g., news,
websites, etc.) as well as playing English-language video games seem to be the
most significant factors in determining to what extent participants are willing
to include English-language lexical items and expressions learned from EE in
EFL lessons. In the case of English-language films and series, as well as music,
the standardized coefficient is less than half of that of playing video games,
which may be explained by the fact that in the case of music, for instance,
songs, especially pop songs, use really simple language (Murphy 1992, Pavia
et al. 2019). Asa result, lexical coverage of such songs is also relatively low, i.e.,
these songs contain basic vocabulary items, so the words students could learn
from them are already encountered at earlier stages of the L2 learning process;
therefore, at higher levels, songs may be less efficient ways of improving WTC
than other EE activities.
* 114°