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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
5.5.8.4 In-school motivated English language learning behavior
and extramural motivated language use
When examining in-school motivated English language learning behavior, the
results of the regression analysis revealed that four EE activities explain 1496
of participants’ in-school motivated English language learning behavior (see
Table 33). Altogether the four EE activities turned out to be significant predic¬
tors of in-school motivated English language learning behavior at the p<.05
level of significance.
Table 33. Results of regression analysis regarding in-school motivated language
learning behavior
EE activities B SEB ß t
EE chatting with others 11 .04 .16* 2.85
EE listening to music .26 .10 .14* 2.45
EE watching online videos on YouTube -15 .05 -.17* -2.96
EE watching films and series 11 .05 .13* 2.32
R? 14
F for change in R? 8.385
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
The four EE activities shaping in-school motivated English language learn¬
ing behavior are chatting, listening to music, watching YouTube videos, and
watching films and series in English. Music and films have been a part of
foreign language education for several decades (Degrave 2019); as for writing,
certain genres, such as letters and emails, are also parts of EFL lessons, so
these activities are familiar for students in EFL lesson-based learning contexts,
too. In contrast, YouTube videos have a negative impact on in-school motivat¬
ed L2 learning behavior, meaning the more videos students watch on YouTube,
the less motivated they are in class. This may be explained by the fact that, as
opposed to films and series, YouTube videos feature several native and non-na¬
tive speakers of the English language; therefore, students may encounter all
sorts of different native (e.g., Australian, South African, etc.) and non-native
varieties (e.g., Germans or Italians speaking English with their distinctive
accent) of the English language. Asa result, as Buck (2001) points out, language
learners who only learn standard varieties of English from textbooks
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