Oldal 93 [93]
STUDY Two
invest into learning English. Sample item: “I spend more time preparing
for English lessons at school than any other subject.’
5.Extramural motivated language use (5 items): participants’ motivation
to use English in extramural contexts. Sample item: “I would still love to
learn English even if I didn’t have English lessons at school.”
6.Extramural learning beliefs (4 items): participants’ perceptions about
EE activities improving their English language proficiency. Sample item:
“I am sure that my English vocabulary will be better if I do more lei¬
sure-time activities (e.g., movies, series, music, podcasts, etc.) in En¬
glish”
7.In-school EFL learning beliefs (4 items): participants’ perceptions about
the benefits of EFL lessons at school contributing to their English lan¬
guage proficiency. Sample item: “My English vocabulary will be better if
I regularly do all tasks in the English lessons”
8.Learners’ inclusion of EE interests into EFL lessons (5 items): partici¬
pants’ willingness to include their own EE interests into EFL lessons at
school. Sample item: “If I find an unknown word or expression while I
am playing video games, watching movies, surfing the web, I usually ask
my teacher what it means.”
9. Teachers’ inclusion of learners’ EE interests into EFL lessons (5 items):
participants’ perceptions of the extent to which their EFL teachers are
willing and open to include learners’ EE interests into EFL lessons at
school. Sample item: “We usually read from English language books,
newspapers, or magazines in English lessons at school.”
10. Teachers’ willingness to map learners’ EE interests (5 items): partici¬
pants’ perceptions about the extent to which their EFL teachers are will¬
ing to explore learners’ EE interests. Sample item: “My English teacher
usually inquires about what kind of music we listen to in English in our
free time.”
The aim of the third part of the questionnaire was to measure participants’
+9] +