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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 certificate 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 questionnaire 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 Hungarian 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 communicate in EFL. The first section of the questionnaire included eight constructs consisting of 37 statements. In order to make participants’ responses quantifiable, 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’ perceptions 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 English lessons at school! 2. Extramural learning beliefs (4 items): EFL teachers’ perceptions about EE activities improving EFL learners’ English language proficiency. Sample 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’ English language proficiency. Sample item: “In my opinion, if students pay attention in the English lessons at school, their English will improve” * 130 +
