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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 authenticity 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 OughtTo L2 Self, and the Language Learning Experience. Additionally, the impact of EE activities on closely related predictors of L2 learning motivation, namely intercultural orientation and the perceived importance of the English language are also investigated. The impact of EE activities on these variables are examined 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).
