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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 analysis 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 affecting 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 interaction 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 classroom, as coursebooks contain interactive materials through which learners may watch videos in class and read texts, possibly short stories or even shorter novels. As far as films and series are concerned, students can learn a number 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). * 124 +
