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THEORETICAL BACKGROUND Eck 2009), films (Lin 2002, Seferoglu 2008), and listening to music (Chou 2014, Macancela et al. 2016, Tegge 2018). However, empirical research (cf. Lajtai 2020) investigating the impact of EE activities on learners’ L2 learning motivation in the Hungarian context is scarce. The aim of this and the subsequent sections is to provide an overview of Déornyei’s (2005) second language motivational theory, namely the Motivational Self System Theory, which was chosen as the main motivational theoretical framework for this research. The reason for choosing this theory lies in the fact that it is one of the most cited L2 motivational theories and has been empirically validated by several researchers in several contexts, including the Hungarian one; therefore, it was found to be adequately describing the L2 learning motivation of Hungarian secondary school students. Following this, the second part of Section 2.3 presents some of the further key predictors of L2 motivation, such as L2 anxiety, L2 willingness to communicate, cultural interests, intercultural orientation, perceived importance of the English language, which are believed to have an impact on learners’ motivation in the context of extramural activities. Finally, several studies addressing the impact of these components on motivation in the context of EE activities are also presented. 2.3.1 Dérnyei’s L2 Motivational Self System In the field of applied linguistics and Second Language Acquisition, second language motivation (L2 motivation) was first characterized by the work of Lambert and Gardner and their associates in the early ’70s. In their research, Gardner and Lambert (1972) examined the Canadian social situation, where two major communities live together, namely the Anglophone-speaking English and the Francophone-speaking French. They investigated the motivations of the members of these communities to learn one another’s L1. Henry (2012) asserts that Gardner’s subsequent research led to the realization that interest in the other community’s L1 and positive attitudes to the other community indicated one’s strong desire to be part of the other community, which Gardner (1985) called integrative motivation. However, there is another, utilitarian dimension associated with Gardner’s (1985) theory, in which motivation to learn the other community’s L1 is centered around the benefits that speaking a language may ensure for an individual (a better job or position, a better salary, etc.), which is called instrumental motivation. The importance of the English language is continuously growing due to globalization processes, which results in the English language becoming a required skill (Ushioda—Dornyei 2017) in the labor market and in everyday + 31 e
