Oldal 16 [16]
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
L2 learning and other individual learner differences. Even though previous
research has found that in the short run, classroom-based L2 learning may
prove more effective than out-of-school L2 learning contexts (Norris-Ortega
2000, Spada-Tomita 2010), extramural L2 learning may provide learners with
L2 learning opportunities in the long run, too. Nevertheless, the impact of
out-of-school (extramural) contexts on individual learner differences is a rel¬
atively under-researched field within second language acguisition, let alone in
the Hungarian context (for an exception, see Lajtai, 2020).
A large-scale, nationwide survey by Öveges and Csizér (2018) in Hungary
investigated Hungarian secondary school foreign language teachers" perceptions
of Hungarian secondary school students! foreign language learning motivation
and compared these results with Hungarian secondary school students" self-re¬
ported foreign language learning motivation. The results of this major large¬
scale study show that secondary school students’ (self-reported) motivation
(M=3.84 on a 5-point Likert scale) was higher than their foreign language
learning motivation perceived by foreign language teachers (M=3.46 on a
5-point Likert scale). It also becomes apparent from the data that most students
engage in EE activities (M=3.71 on a 5-point Likert scale). The study, however,
as it was not the main aim of it, does not investigate whether there is a con¬
nection between engagement in EE and foreign language learning motivation
and whether the former may impact the latter.
As Lajtai (2020) points out, the contradiction between teachers’ and students’
answers may result from students’ attitudes towards classroom-based foreign
language learning. Based on this, it is hypothesized that the discrepancy be¬
tween students’ and teachers’ perceptions lies in the different foreign language
contexts, as classroom-based instruction may be less interesting for learners
than the English they encounter outside school, which Henry (2013) calls the
authenticity gap.
The rationale, therefore, in carrying out this research project is to fill this
niche in the literature and investigate Hungarian secondary school students’
extramural interests and the potential impact of these activities on students’
individual learner differences. In light of these objectives, this book may be
considered relatively unique in the Hungarian context, as recent research in¬
vestigating the niche outlined above is virtually nonexistent. Accordingly, the
outcomes of this research project may contribute to a better understanding of
Hungarian secondary school students’ extramural interests and individual
learner differences.
This book consists of 7 chapters. Chapter 1 presents the background of the
research along with the research gap the present research project attempts to
fill. The aim of Chapter 2 is to first explain the use of the main term extramu¬
ral English activities in this research project, and to describe the meaning of
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