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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
Furthermore, the impact of EE activities on extramural WTC was also
investigated by running a regression analysis. Ihe results of regression anal¬
ysis uncovered that four EE activities have an impact on extramural WTC with
and explanatory power of 24%.
Table 38. Results of regression analysis regarding extramural WTC
EE activities B SEB ß t
EE reading (online) .18 .06 .18* 2.94
EE watching films and series .19 .05 .22* 3.94
EE paper-based reading 22 .06 .21* 3.61
EE video games .08 .03 .12* 2.46
R? .24
F for change in R? 27.332
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
These four EE activities turned out to be significant predictors at the p<.05
level of significance (see Table 38). The results in the case of the two WTC
variables are remarkably similar. Interestingly, some of the EE activities af¬
fecting in-class WTC are more passive activities, such as reading and watching
movies and series, during which one only consumes content, while chatting
and playing video games are much more interactive activities involving inter¬
action with several parties. Reading and watching films and series can have
an impact on in-school WTC because they are also present in the EFL class¬
room, as coursebooks contain interactive materials through which learners
may watch videos in class and read texts, possibly short stories or even short¬
er novels. As far as films and series are concerned, students can learn a num¬
ber of vocabulary items that may prove useful in everyday communication,
and audio-visual content can also develop students’ pragmatic competence
(Qiang et al. 2007). As for video games, previous research shows that they
positively affect WTC (Reinders—Wattana 2012).
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