The role of extramural English on language achievement among Thai university learners

Abstract

This quantitative study investigates the role of extramural English (EE) activities in EFL language achievement in a low-exposure context among Thai university learners. A questionnaire was administered to 732 undergraduates regarding their engagement in six EE behaviours. A language achievement test was created in-house. Data were analysed using descriptive statistics, Pearson correlations, and multiple regressions. The results showed that students obtained a mean of 63.38% on the English achievement test. Correlation analysis showed significant relationships between the respondents’ language achievement and aspects of digital practices in reading, audiovisual input, gaming, listening, conversation, and digital writing. The significant predictors, by regression analysis, were reading and audiovisual input (both positive) and conversation (significantly negative). Subgroup analyses showed that, across groups, EE reading consistently predicted achievement, and three out of the four audiovisual content variables also predicted achievement among female learners and non-STEM students. For female learners, non-STEM fields, and STEM groups, conversation becomes negative only in the regression model. These results indicate that the more receptive nature of EE activities is a stronger predictor of language achievement in low-exposure contexts, while productive activities were not a significant factor. The findings highlight the need to encourage more prepared extramural reading and audiovisual engagement among EFL university students.