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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES In addition to the importance of extramural learning, EFL teachers consider in-school EEL learning to be also important and believe that students are open to incorporating their own EE interests into EEL lessons by using words and phrases they learned while engaging in their various EE activities. Teachers’ responses also show that they are open to mapping and incorporating students’ EE interests in EFL lessons, probably to motivate them. In the case of individual learner differences, it may be concluded that EFL teachers perceive that students like to speak English in-class (M=3.57) and experience a relatively low level of anxiety (M=2.75). Finally, in the case of in-school motivated learning behavior, EFL teachers do not think that students are particularly motivated to learn English at school (M=3.49). 6.5.3 Correlations among scales In addition to the means and standard deviations, the relationships between participants’ perceptions were also investigated by examining the correlation between them (see Table 43). In Table 43, only statistically significant correlations are reported. Table 43. Correlations among scales ofthe EFL teacher questionnaire 1/|213/4/516 7 8 1. Extramural learning beliefs 1 2. In-school EFL learning beliefs 49) 1 3. In-school motivated learning behavior | 43 |.29 | 1 4. Learners’ inclusion of EE interests into EFL lessons 5. Teachers’ inclusion of learners’ EE interests into EFL lessons .32 28| 1 53} 1 6. Teachers’ willingness to map learners’ EE interests ‚29 .62 |.62 | 1 7. Anxiety in the EFL classroom 1 8. WTC in the EFL classroom 27 -.67 | 1 The Pearson’s correlation test revealed a relationship between EFL teachers’ views on in-school learning and extramural learning (.49) and also a relationship between the usefulness of EE activities in language learning and in-class motivated learning behavior (.43). Interestingly, the relationship between views on the effectiveness of in-school EFL learning and in-school motivated learning behavior (.29) was found to be weaker than between extramural learning beliefs and in-school motivated learning behavior (.43). EFL teachers may think that those who are more motivated at school are motivated because they use English outside of school, too, + 134 +
