Oldal 131 [131]
OCR
Chapter 6 STUDY THREE ——o— This phase of the research investigated Hungarian EFL teachers’ perceptions of (the benefits of) engaging in EE activities and of Hungarian EFL learners’ individual learner differences. In order to investigate Hungarian secondary school EFL teachers’ perceptions, the following research questions were formulated: RQ3 What are Hungarian secondary school EFL teachers’ perceptions of extramural English activities in EFL learning? RQ5 What are Hungarian secondary school EFL teachers’ and students’ perceptions of EFL students’ various individual differences? The research instrument used in this study was a questionnaire. In fact, the student questionnaire used in Study Two was modified in a way that most constructs investigating students’ in-class performance and behavior were kept; however, the items were, to some extent, modified so that secondary school EFL teachers’ perceptions of secondary school students could be examined. The reason for including Study Three in the research project was motivated by the intention to investigate EE activities and learners’ individual differences from different aspects and perspectives, which ultimately provides an opportunity for data source triangulation, too. This design allowed for the expansion of the findings of Study Two by another quantitative study and for the comparison of the answers of secondary school EFL students and secondary school EFL teachers. It is important to note that the participants of this study, i.e., the Hungarian secondary school EFL teachers involved, do not necessarily have a connection to the student participants of Study Two. 6.1 PARTICIPANTS Study Three investigated Hungarian secondary school EFL teachers; altogether 60 participants (N=60) were recruited for the study, and the gender distribution of participants was the following: 25% of the participants (n=15) were male, and 75% of the participants (n=45) were female. The average age of the participants was 41.95 years (SD=11.00), with the youngest being 23 and + 129 +
