Oldal 135 [135]
STUDY THREE
Table 41. Reliability coefficients in the constructs used in Study Three
Scales Number of items|Cronbach’s-alpha
1. In-school motivated learning behavior 4 .846
2. Extramural learning beliefs 4 .780
3. In-school EFL learning beliefs 4 .779
4. Learners’ inclusion of EE interests into EFL
5 .702
lessons
5. Teachers’ inclusion of learners’ EE interests
; 5 .737
into EFL lessons
6. Teachers’ willingness to map learners’ EE 5 842
interests °
7. Anxiety in the EFL classroom 5 .809
8. WTCin the EFL classroom 5 .812
The reliability of the scales was relatively high and reached the .7 threshold
indicated in the literature (Dörnyei-Taguchi 2010). The high reliability coef¬
ficients of all scales made further analysis — such as the comparison of student
and teacher responses — possible and no scales had to be left out from the
analysis.
6.5.2 Descriptive statistics
As a second step, the averages of participants’ responses were calculated; these
are presented in Table 42. From the averages of responses, it becomes apparent
that EFL teachers seem to be of the opinion that extramural English activities
make a major contribution to EFL students’ EFL skills, which is well illus¬
trated not only by the high average (M=4.81) but also by the low standard
deviation (SD=.35).
Table 42. Means and standard deviations of the scales of the EFL teacher questionnaire
Scales M SD
1. Extramural learning beliefs 4.81 .35
2. In-school EFL learning beliefs 4.19 59
3. Learners’ inclusion of EE interests into EFL lessons 4.17 61
4. Teachers’ willingness to map learners’ EE interests 3.97 .87
5. Teachers’ inclusion of learners’ EE interests into EFL lessons 3.84 72
6. WTC in the EFL classroom 3.57 .68
7. In-school motivated learning behavior 3.49 72
8. Anxiety in the EFL classroom 2.75 92
e 133"