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STUDY Two
5.6 CONCLUSION
Study Two involved a number of statistical analyses, so first Hungarian second¬
ary school students’ EE interests were investigated through a large-scale
questionnaire study. Here, gender differences were investigated, and in line
with the results of Study One and previous research (Grau 2009, Jözsa-Imre
2013), several gender differences were identified. There was also a difference
between the preferences of students who learned English as their first L2 and
those who learned English as their second L2. Finally, some differences could
also be explored between those who already had a B2 level and those who did
not have a B2 level foreign language exam certificate, as well as between par¬
ticipants with a Cl and those who did not have a Cl level foreign language
exam certificate in English.
Then, to reduce the number of EE activities in order to obtain a manageable
number of variables, factor analysis was used, and a total of eight EE activities
were identified. In addition, learners’ Hungarian or English subtitles prefer¬
ences were also investigated, with English subtitles being preferred more over
Hungarian subtitles. Learners’ beliefs about in-school EFL learning and extra¬
mural EFL learning were also put under scrutiny, and it was found that learn¬
ers found extramural EFL learning (M=4.73) more useful than in-school EFL
learning (M=3.45). Similarly, the results showed that students are less moti¬
vated in EFL lessons to learn English than to use English in extramural contexts.
Therefore, students would be open to incorporating their own interests into
EFL lessons; however, they seem to perceive that EFL teachers do not neces¬
sarily make efforts to allow this or to map students’ EE interests.
In terms of individual learner differences, the L2 learning motivation of the
students, especially their Ideal L2 Self, was found to be relatively high, along
with students’ responses concerning their Language Learning Experience. In
contrast, their Ought-To L2 Self was much lower, indicating that peers’, parents’,
and teachers’ expectations play a less significant role in the motivation of
Hungarian secondary school students. As for intercultural orientation and the
perceived importance of the English language, the high averages of these
variables indicate that students are open to meeting and communicating with
others using the English language and realize the global importance of the
English language. In the case of anxiety, no difference between in-school and
extramural anxiety was identified; nevertheless, students’ extramural WTC
proved to be higher than their in-school WTC.
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