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STUDY THREE
4. Learners’ inclusion of EE interests into EFL lessons (5 items): EFL teach¬
ers’ perceptions about their students’ willingness to include their own EE
interests into EFL lessons at school. Sample item: “In the English lessons
at school, students tend to use words and expressions they have learned
in movies, series, or videos.”
5. Teachers’ inclusion of learners’ EE interests into EFL lessons (5 items):
EFL teachers’ perceptions about the extent to which they are willing
and open to include their learners’ EE interests in EFL lessons at school.
Sample item: “We often watch scenes from movies and series in English
in English lessons at school.”
6. Teachers’ willingness to map learners’ EE interests (5 items): EFL teach¬
ers’ perceptions about the extent to which they are willing to explore
their learners’ EE interests. Sample item: “I usually ask my students what
kind of films they watch in English in their free time.”
7. Anxiety in the EFL classroom (5 items): EFL teachers’ perceptions about
their students’ speaking anxiety related to EFL learning in classroom
situations involving a feeling of inhibition. Sample item: “Students are
afraid that their classmates will laugh at them when they speak English
in class.”
The last construct, willingness to communicate in the EFL classroom, was
measured using a 5-point Likert scale ranging from 1 (not at all) to 5 (very
much). The construct with an example is detailed below:
8. WTC in the EFL classroom (5 items): EFL teachers’ perceptions about
their students’ openness to make utterances and engage in conversations
with others in EFL lessons at school. Sample item: “Students hold a pre¬
sentation in English in an English class”
The second section was to elicit background information about the participants,
including age, gender, number of years teaching EFL, types of secondary school
participants teach in, highest EFL teaching qualification, whether participants
prepare students for foreign language exams, and whether participants teach
any other subject(s) besides EFL.
6.3 DATA COLLECTION AND THE VALIDATION PROCESS
Similar to the student questionnaire, the teacher questionnaire was developed
in Hungarian. Through expert judgment, two professionals were asked to check
if the statements of the questionnaire were to measure the same dimension as
the original student questionnaire. This was important so that the data
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