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THEORETICAL BACKGROUND
2015), while the number of Hungarian people living in the UK in 2020 was
96,000 (Office for National Statistics 2020). Ihis means that working abroad
may be another reason Hungarian people start learning English.
Furthermore, from the academic year 2019/2020, obtaining at least a level
B2 language exam certificate was going to be a prereguisite for students to be
admitted to any higher education programs (Öveges-Kálmán 2019), and even
though this law was then repealed (cf. Fajt et al. 2022a, 2022b), students can
still obtain extra points enabling them to become admitted to university more
easily by possessing at least a B2 level language exam certificate. In addition,
at the time when this research project was started, in order to obtain a BA or
an MA degree certificate, it was predominantly a prerequisite to already have
at least a B2 level foreign language exam certificate. All these factors considered,
the perceived importance of the language, in this case the English language,
was chosen to be another predictor measuring the L2 learning motivation of
Hungarian learners.
2.4 A MODEL FOR LEARNING ENGLISH THROUGH EE ACTIVITIES
Sundqvist and Sylvén (2016) proposed a theoretical framework for learning
English, which also involves learning English through EE activities. The visu¬
al representation of the model is presented in Figure 1 (adopted from Sundqvist¬
Sylvén 2016: 10).
Learner far away
from their desk and from
their home country
100% other-initiated F 100% learner-initiated
English activity English activity
H
Learner at a desk
G in an English classroom
in their home country
Figure 1. A model for EFL learning
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