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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES the findings, it may also be concluded that a large proportion of these EE activities provide participants with a plethora of L2 input, eguipping participants with the opportunity to learn L2 elements incidentally (cf. Schmidt 1993, 1995, 2001) and to actually practice and use the English language while acguiring new L2 elements, too (cf. Bialystok 1981). The interview results also show some typical gender differences between participants. Girls reported that they tend to do activities that are more gender-specific to girls, but not exclusively, as some female participants also like engaging in EE activities traditionally considered to be more masculine (cf. girls playing video games); at the same time, boys also reported pursuing EE activities that are gender-specific to them. It is important to note, however, that gender differences in this study may be due to the sampling method. The results also show that some students consciously seek opportunities to regularly engage in EE activities. Many participants even pursue them with the aim of improving their EFL skills. For some participants, EFL lessons at school are less motivating, yet they show interest in English as they do several EE activities. As a result, it may be concluded that they are interested in the English language; however, school-based EFL lessons are not inspiring or motivating enough for them, and EE activities are more interesting and engaging. This may partly explain what Oveges and Csizér (2018) found in their nationwide survey in Hungary, which shows that Hungarian secondary school EFL teachers perceive Hungarian secondary school EFL students to be less motivated in EFL classes than students actually are. Their self-reported EFL learning motivation is relatively higher than their teachers’ perceptions. The results of Study One informed Study Two, and the EE activities collected in Study One are used in Study Two. However, it is important to note that only the more frequent EE activities were included in Study Two, as the more marginal EE activities, which are expected to be pursued only by very few students (e.g., doing sports and using English for communication), had been omitted. +86 +
