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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for students to be admitted to any higher education programs (Öveges-Kálmán 2019), and even though this law was then repealed (cf.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 visual representation of the model is presented in Figure 1 (adopted from SundqvistSylvén 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 43 ¢
