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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
the oldest 63 years old. The average of years participants taught EFL at the time
of the questionnaire was 16.52 (SD=11.39). As for the different types of schools
in which participants taught EFL, 73.3% (n=44) teachers taught in grammar
schools and 26.7% (n=16) taught in vocational secondary schools. The highest
EFL teaching qualification of 88.3% (n=53) of the participants was an MA
certificate in EFL teaching, and 11.7% (n=7) of the participants had a BA cer¬
tificate in EFL teaching. Most participants (85%, n=51) regularly prepared
students for foreign language exams, and half of the participants (48.3%, n=29)
taught another subject at school besides EFL.
6.2 INSTRUMENT
The instrument used in Study Three (see Appendix C) is based on the question¬
naire used in Study Two, so that comparisons between students’ and teachers’
responses could be performed. The instrument used in Study Three consists
of two sections. The first section aimed to collect information about Hungar¬
ian secondary school EFL teachers’ perceptions of Hungarian secondary school
EFL learners, more precisely, their in-school motivated behavior, the benefits
of EFL lessons and EE activities in EFL learning, teachers’ willingness to include
and map EE learner interests and EFL teachers’ perceptions about Hungarian
secondary school EFL learners’ in-class EFL anxiety and willingness to com¬
municate in EFL. The first section of the questionnaire included eight constructs
consisting of 37 statements. In order to make participants’ responses quanti¬
fiable, a 5-point Likert scale ranging from 1 (“I do not agree at all”) to 5 (“I
completely agree”) was used in the case of the first seven constructs. The
constructs with an example in each case are detailed below:
1. In-school motivated learning behavior (4 items): EFL teachers’ percep¬
tions about how motivated students are to learn English in EFL lessons
and how much effort and time they invest into learning English. Sample
item: “I think students try to do their best when doing tasks in the En¬
glish lessons at school!
2. Extramural learning beliefs (4 items): EFL teachers’ perceptions about
EE activities improving EFL learners’ English language proficiency. Sam¬
ple item: “I think if students use English a lot outside of school, they will
be better English speakers”
3. In-school EFL learning beliefs (4 items): EFL teachers’ perceptions about
the benefits of EFL lessons at school contributing to their students’ En¬
glish language proficiency. Sample item: “In my opinion, if students pay
attention in the English lessons at school, their English will improve”
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