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STUDY THREE
and recognize the importance of exploiting the opportunities to learn English at
school, too, as this could help learners engage in their EE interests more effectively.
It is also clear from Table 43 that EFL teachers who believe that EE activities
are useful in language learning are more likely to think that students incorpo¬
rate their own interests in EFL lessons (.32). In addition, those who think that
students involve their EE interests are more likely to think that students are
also more motivated (.28). The data also show that EFL teachers who believe
that students involve their own interests are much more likely to map their
students’ interests (.64) and to involve them in English lessons themselves (.53).
It was also found that, similarly to the results of previous research (Chu 2008,
MacIntyre 1999, MacIntyre et al. 1999, Sallinen-Kuparinen et al. 1991, Yildiz—
Piniel 2020), EFL teachers perceive that there is a negative relationship between
anxiety and willingness to communicate (-.67), meaning that the more anxious
someone is, the less willing they are to communicate in English. The data also
show that teachers think that students who are more willing to communicate
in class are more motivated (.27) than those who are less willing to speak English.
6.5.4 The comparison of EFL student and EFL teacher responses
In order to compare EFL students’ and EFL teachers’ responses, independent
samples t-tests were run. The results of independent samples t-tests show that
in the case of a total of five variables, statistically significant differences were
found (see Table 44).
Table 44, Results of t-tests comparing the averages
of Hungarian EFL student and EFL teacher responses
Teachers | Students
Scales (n=60) | (n=325) t p d
M |SD| M |SD
1. In-school motivated learning behavior | 3.49 | .72 | 3.26 | .96 |-2.09 | .039* | .24
2. Extramural learning beliefs 4.81 | .35 | 4.73 | .50 |-1.28| .201 | .31
3. In-school EFL learning beliefs 4.19 | .59 | 3.45 |1.01] -7.82 |<.001*| .77
4. Learners’ inclusion of EE interests into | 4.17 | .61 | 3.34 | .83 | -9.09 |<.001*
1.04
EFL lessons
5. Teachers’ inclusion of learners’ EE 3.84 | .72 | 2.79 | .95 | -9.78 |<.001*
: . 1.14
interests into EFL lessons
6. Teachers’ willingness to map learners’ | 3.97 | .87 | 2.25 |1.04|-13.53|<.001*
. 1.69
EE interests
7. Anxiety in the EFL classroom 2.75 | .92 | 2.52 |11.23| -1.70 | .091 | .20
8. WTC in the EFL classroom 3.57 | .68 | 3.51 |1.07| -.57 | .569 | .06
Note. Statistical significance level of t-tests: *p<.05
e 135"