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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 coefficients 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 illustrated 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"
