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STUDY Two
typically have difficulties understanding other native, let alone non-native
varieties of English as they are not used to them.
As for extramural motivated English language learning behavior, the results
of the regression analysis uncovered that five out of the eight EE activities
explain 42% of the extramural motivated English language learning behavior
of the participants of this research project at the p<.05 level of significance
(see Table 34).
Table 34, Results of regression analysis regarding
extramural motivated language use
EE activities B SEB ß t
EE reading (online) 21 .04 .25* 4.70
EE watching films and series .22 .03 31 6.43
EE chatting with others 11 .03 .19* 4.05
EE video games 07 02 .13* 3.10
EE listening to music .20 .07 .13* 2.89
R? 42
F for change in R? 47.174
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
As explained above, these EE activities only marginally determine classroom
motivation but seem to contribute much more to extramural motivated lan¬
guage use. These results are consistent with the results of Lajtai (2020). As for
the benefits of EE, it may be concluded that the main benefit of these activities
is the fact that they motivate language learners to learn English and provide
them with exposure to L2 input, learners obtain opportunities for EFL learn¬
ing while using it at the same time (cf. Bialystok 1981).
5.5.8.5 In-school and extramural anxiety
In the case of in-school L2 speaking anxiety, the results of the regression
analysis uncovered that three out of the eight EE activities explain 14% of the
L2 speaking anxiety experienced by learners in EFL lessons at school, and these
EE activities proved to be significant predictors of anxiety at the p<.05 level of
significance (see Table 35).
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