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Chapter 5 STUDY TWO ——o— Based on the findings of Study One, Study Two aimed to explore Hungarian secondary school students’ extramural English habits and perceptions ofand attitudes toward the benefits of extramural English activities in EFL learning. The main research instrument for this study was a self-constructed questionnaire. The choice of adopting the quantitative research paradigm at this stage was motivated by the fact that the quantitative paradigm allows for collecting a large amount of data which can be later compared with the results of other data collected quantitatively (cf. Study Three, detailed in Chapter 6). The research design of Study Two was guided by four main research questions and some related sub-questions: RQ2 What are Hungarian secondary school students’ perceptions of extramural English activities in EFL learning? RQ4 How do extramural English activities affect Hungarian secondary school EFL learners’ various individual learner differences? RQ4.1 What characterizes Hungarian secondary school students’ L2 learning motivation? RQ4.2 What characterizes Hungarian secondary school students’ L2 anxiety? RQ4.3 What characterizes Hungarian secondary school students’ L2 willingness to communicate? RQ5 What are Hungarian secondary school EFL teachers’ and students’ perceptions of EFL students’ various individual differences? RQ6 What impact do the various EE activities and various individual differences have on Hungarian secondary school students’ in-school motivated learning behavior and extramural motivated language use? 5.1 PARTICIPANTS Study Two aimed to examine Hungarian secondary school students’ EE interests. The participants of the study were 325 Hungarian secondary school students who were recruited by using convenience sampling mixed with snowball sampling methods. The age of the participants ranged from 14 to 20, and ° 87 «
