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STUDY THREE 4. Learners’ inclusion of EE interests into EFL lessons (5 items): EFL teachers’ 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 teachers’ 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 presentation 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 e 131"
