Page 61 [61]
OCR
RESEARCH METHODS interviewees too (cf. exploratory studies). On the other hand, interviews are rather time-consuming both to set up and to conduct. Often, since they are voice-recorded, participants may feel that there are certain answers that the interviewers expect them to give (due to social desirability bias). Some participants may simply be too timid; therefore, the data collected may not be as rich as previously anticipated and hoped for. Finally, for an in-depth analysis, interviews need to be transcribed verbatim, which is an extremely time-consuming endeavor. 3.2 OVERVIEW OF THE STUDIES In order to find answers to the research questions of the present research project, three closely related studies were carried out. Table 5 provides an overview of the different stages, that is, the studies of this book, with the data sources and methods of data analysis, and Table 6 provides a visual representation of which study aims to find answers to which research question. Table 5. An overview of data sources and data analysis Study Data sources Methods of analysis Study One | Interview sessions with 12 stu- | semi-structured interview study dents in secondary education (content analysis) Study Two | A questionnaire filled in by 325 statistical analysis EFL students in secondary edu- | (descriptive and inferential stacation tistics) Study A questionnaire filled in by 60 statistical analysis Three EFL teachers in secondary edu- (descriptive and inferential stacation tistics) Study One is an interview study that aimed to collect data on Hungarian secondary school students’ EE interests by conducting semi-structured interviews with Hungarian secondary school students from different high schools in Hungary. Based on the findings of the interview sessions, in Study Two, a large-scale questionnaire study was conducted with Hungarian secondary school students to investigate the popularity and frequency of engagement in EE activities as well as students’ perceptions of them. In the same questionnaire, students’ L2 learning motivation and the closely related concepts (e.g., intercultural orientation), as well as L2 anxiety and L2 willingness to communicate, were investigated.
