Modelling the Impact of Extramural English on Undergraduates’ L2 Achievements: Task Engagement as a Mediator

This exploratory mixed-methods study investigated the relationships among students’ engagement with L2 tasks, extramural English, and their self-assessed L2 proficiency. Participants were undergraduate students at a public university in Myanmar. First, qualitative data were elicited from eight students; then, quantitative data were collected from 336 participants. The thematic analysis revealed how students engaged with L2 tasks and extramural English cognitively, behaviourally, emotionally and socially. The quantitative results underpinned with evidence of students’ high to moderate levels of engagement with tasks in their English classes and beyond them. Correlation analysis documented that their engagement with L2 tasks in and beyond their classes were positively and significantly related to their self-reported L2 competency. SEM results evidenced a positive and significant direct pathway of task engagement to participants’ English proficiency (β = 0.367, p < 0.001); whereas, a direct prediction of extramural English engagement on self-reported L2 proficiency was statistically not significant (β = 0.059, p > 0.05). Task engagement significantly mediated the relationship between extramural English and participants’ L2 outcomes (β = 0.161, p < 0.001). These findings highlight the pivotal role of task engagement both in and outside English classes. L2 educators should recommend and integrate extramural English activities to enhance their students’ proficiency in English.