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STUDY Two
5.5.8.2 Beliefs about in-school and extramural learning
The results of the regression analysis revealed that none of the EE activities
explain in-school learning beliefs, which may be elucidated by the authentic¬
ity gap underlined by Henry (2013), as EE activities by nature occur outside
the walls of an EFL classroom; therefore, they may not have an impact on EFL
students’ in-school learning beliefs. On the other hand, the results also showed
that three EE activities explain 28% of participants’ extramural learning beliefs
(see Table 27). The three EE activities turned out to be significant predictors
of extramural learning beliefs at the p<.05 level of significance.
Table 27. Results of regression analysis regarding extramural learning beliefs
EE activities B SEB ß t
EE reading online .16 .03 .35* 5.86
EE listening to music .25 .05 .26* 5.19
EE watching film series .07 .02 .15* 2.80
R? .28
F for change in R? 43.634
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
5.5.8.3 Motivation and its predictors
This section discusses the impact of EE activities on the three components of
Dörnyei’s (2005) L2 Motivational Self System, i.e., the Ideal L2 Self, the Ought¬
To L2 Self, and the Language Learning Experience. Additionally, the impact
of EE activities on closely related predictors of L2 learning motivation, name¬
ly intercultural orientation and the perceived importance of the English language
are also investigated. The impact of EE activities on these variables are exam¬
ined through regression analyses. First, the results pertaining to the Ideal L2
Self are presented.
The results of regression analysis revealed four EE activities explaining 35%
of participants’ Ideal L2 Self at the p<.05 level of significance (see Table 28).