Oldal 17 [17]
OCR
INTRODUCTION extramural English activities in the scope of the present research project and how it is possible to learn an L2 by engaging in EE activities. Consequently, as learners usually pursue these activities without any external obligation and EFL teachers, the kind of EFL learning taking place by doing them requires a certain degree of learner autonomy; therefore, the notion of learner autonomy is also addressed. This is followed by an overview on how it is possible to learn English almost unknowingly from extramural English activities, which includes a detailed overview of the relevant second language acquisition theories of (un) conscious L2 acquisition. In addition, as learners’ engagement in extramural English activities occurs for the sake of the learners’ own entertainment, the kind of EFL learning taking place when doing extramural English activities involves L2 learning motivation (or the lack thereof), too, because learners may (or may not) feel more motivated to learn English in order to be able to understand content in the English language more easily. Besides, as extramural English activities provide a relatively stress-free environment, as opposed to the EFL classroom, the lack of teacher correction and grading may result ina decreased level of L2 anxiety and an increased level of L2 willingness to communicate (WTC). Asa result, individual learner differences, such as L2 learning motivation and two related other variables, namely L2 anxiety and L2 willingness to communicate, are discussed in more detail. In the case of these individual learner differences, L2 anxiety and L2 WTC were also chosen to be part of this research because, as previous research shows, these latter two variables correlate negatively (Teimouri et al. 2019, Zhang 2019) and positively (Hashimoto 2002, MacIntyre et al. 2001, Peng 2007, Peng—Woodrow 2010, Yashima 2002), respectively, with L2 learning motivation. What is more, L2 anxiety and L2 WTC were found to correlate with each other negatively, too (Chu 2008, MacIntyre 1999, MacIntyre et al. 1999, Sallinen-Kuparinen et al. 1991, Yildiz—Piniel 2020); therefore, it may be concluded that these three individual learner variables are closely-related and may play an important role in describing Hungarian secondary school students’ L2 learning motivation in the extramural context, too. Chapter 3 presents a detailed description of the research methods of this research project. This chapter elucidates why the so-called mixed methodology is adopted and how the different research methods are mixed. First and foremost, to map the extramural interest of Hungarian secondary school students, a previously unknown domain, at the beginning of the project, qualitative methods were required. Based on the qualitative results, students’ extramural interests and individual learner differences are investigated in two additional quantitative questionnaire studies. The questionnaire method was adopted because it provides an opportunity to run both descriptive and inferential statistical methods and allows for pointing out general trends. In
