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OCR
STUDY Two As far as second foreign languages learned at school are concerned, a large proportion of secondary school students learn only English as a foreign language at school and does not learn any other foreign languages (42.2%). A smaller proportion of students learn German (27.4%), some students learn Romance languages, and only 1.8% learns Russian. Participants were also asked whether they had taken a foreign language exam and acquired a foreign language exam certificate. 26.5% (n=86) of the participants reported that they had at least a B2 level foreign language exam certificate; consequently, 73.5% (n=239) did not have an at least B2 level language exam certificate at the time of the data collection. Of the participants who had a foreign language exam certificate, 24% (n=78) had only one, and 2.5% (n=8) had two foreign language exam certificates. As for C1 level language exams, 7.1% (n=23) had a Cl level foreign language exam certificate, out of which 21 students had their language exam in English, and two students had their C1 level language exams in both English and German. 5.2% (n=17) of the participants took part in a student exchange program in an anglophone country, out of which 2.8% (n=9) spent less than two weeks, and 2.5% (n=8) spent more than two weeks in their destination countries. As for student exchange programs in non-anglophone countries, 13.8% (n=45) of the participants took part in such programs, and most of these participants (n=39; 12%) spent less than two weeks, and only 1.8% (n=6) spent more than two weeks in their destination countries. 5.2 THE RESEARCH INSTRUMENT The instrument used in the study was created by myself and is included in Appendix B. The questionnaire consists of four sections: the purpose of the first part was to elicit data on the frequency of student engagement in EE activities, the goal of the second part was to elicit information about learners’ perceptions of EE activities, and the aim of the third section was to collect information about participants’ individual learner differences, namely L2 learning motivation and some related concepts, L2 anxiety, and L2 willingness to communicate. Finally, the fourth and last section was to collect background information about the participants. The first section of the research instrument consisted of three constructs. The first three constructs — EE activities, English subtitle use, and Hungarian subtitle use — were based on the findings of Study One. The frequency of engagement in these EE activities was measured using a 5-point Likert scale ranging from 1 (never) to 5 (on a daily basis). Even though the use of single-item measures in research has been subject to heavy criticism (Rossiter 2002, Sackett-Larson 1990), it was determined that they would be suitable for the current + 89 +
