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STUDY Two 5.6 CONCLUSION Study Two involved a number of statistical analyses, so first Hungarian secondary 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 participants 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 preferences were also investigated, with English subtitles being preferred more over Hungarian subtitles. Learners’ beliefs about in-school EFL learning and extramural EFL learning were also put under scrutiny, and it was found that learners 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 motivated 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 necessarily 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. e 127 "
