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THEORETICAL BACKGROUND authenticity gap related to second language learning and it means that learners 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 educational 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 acquisition of L2 elements, there is a need for more research examining individual language learner differences and their role in EFL learning through EE activities, 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.
