Extramural English in Türkiye: Scale Development, Learner Engagement and L2 English Proficiency

Extramural English (EE) has been linked to foreign/second language (L2) English proficiency, but most research studies rely on broad questionnaires, limiting the scope of robust analyses. Although validated EE scales exist in several contexts, none of them have been developed for Türkiye, where EE research remains scarce. This article addresses these gaps through two studies: (1) the development and validation of a Turkish EE scale, and (2) an examination of its predictive value for L2 English proficiency. Study 1 involved 718 university students and followed established procedures for scale development and validation, including exploratory and confirmatory factor analyses, test-retest reliability and known-groups validity. Study 2 applied the scale to a separate sample of 59 university students, whose L2 English proficiency was measured by an institutional exam assessing speaking, writing and reading/listening. Regression and correlation analyses were conducted to explore the links between EE engagement and proficiency outcomes. The final 47-item Turkish EE scale comprises nine factors: Digital Creativity , Gaming , Music , Social Interaction , Reading and Listening , Internalised , Writing , Social Reading and Listening , and Googling and Viewing . Findings showed that EE engagement, especially Internalised EE, significantly predicted L2 English proficiency, particularly speaking. These findings demonstrate that EE is a meaningful predictor of language outcomes in the Turkish context and that specific EE activities contribute more strongly than others. The validated scale provides a reliable tool for future EE research in Türkiye. Based on the results of Study 2, we discuss pedagogical implications for English teaching in Türkiye that explicitly address EE engagement.