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THEORETICAL BACKGROUND
authenticity gap related to second language learning and it means that learn¬
ers find extramural English activities more enjoyable than activities in the EFL
classroom.
In addition, this chapter demonstrated why learner autonomy is important
when learners engage in EE activities: its relevance lies in the fact that these
activities are simply done by learners without a teacher or any formal educa¬
tional setting. In addition, the different learning processes that can take place
when engaging in EE activities were addressed; here, it was concluded that
intentional and incidental learning are the most common forms of learning in
extramural contexts. Furthermore, since students pursue these activities for
their own entertainment, L2 learning motivation is also an important factor
in L2 learning through EE activities. In addition to L2 learning motivation,
other additional predictors related to it, e.g., foreign language anxiety, L2 WTC,
intercultural orientation, and the importance of the English language, were
discussed. Finally, the results of previous research also demonstrated that EE
activities play an important and useful role in EEL language learning.
As much of previous research focuses on incidental learning and the acqui¬
sition of L2 elements, there is a need for more research examining individual
language learner differences and their role in EFL learning through EE activ¬
ities, particularly in the Hungarian context (cf. Lajtai 2020). Consequently, the
main goal of the present research project is to map Hungarian secondary school
students’ EE activities and to examine Hungarian secondary school students’
individual learner differences in the extramural learning context. The next
chapter presents the research methods of the research project.