Page 137 [137]
OCR
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 incorporate 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"
