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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
For the first variable, school-motivated language learning behavior, EFL
teachers seem to consider students to be significantly more motivated in class
(M=3.49) than students rate their own in-class motivation (M=3.26). These
results are in contrast with the findings of previous research, which found that
students felt more motivated to learn English than EFL teachers perceived EFL
students’ in-school motivated learning behavior (Oveges—Csizér 2018). In the
case of the second variable, extramural learning beliefs, no statistically signif¬
icant difference was identified; nonetheless, EFL teachers find EE activities
slightly more useful for EFL learning than students. In the case of in-school
learning beliefs, however, a statistically significant difference was found in the
perceptions of EFL students and teachers. Teachers (M=4.19) find in-school
English lessons significantly more useful than students (M=3.45). This may be
because EFL teachers know what is useful for EFL learning, as they have learned
the tricks of the trade, but this may not always coincide with what students
find interesting or entertaining.
The next variable was how often students incorporate English language
linguistic elements, such as vocabulary or grammatical structures, learned
from EE activities into in-school EFL lessons. The results of an independent
samples t-test revealed that EFL teachers seem to think (M=4.17) that students
incorporate their interests more frequently in EFL lessons. However, students’
perception of the frequency of such incorporation (M=3.34) is much lower. EFL
teachers similarly believe (M=3.84) that they regularly involve their students’
interests in in-school EFL lessons, but EFL students reported (M=2.79) that
EFL teachers do this less frequently. Similarly, teachers believe (M=3.97) that
they regularly map learners’ EE activities, but EFL students (M=2.25) reported
that teachers do this much less frequently. The reason for this discrepancy may
lie in the fact that while EFL teachers make attempts to bring such interests
into in-school EFL classes, they may not be able to gauge exactly what students
are interested in. Therefore, it is possible that they listen to English language
music in EFL classes, but it may be that these songs are relatively old (for learn¬
ers), and therefore learners do not listen to them. As for films and film scenes,
for instance, it is possible that the scenes or films that students watch in EFL
lessons may not be of interest to them as much as if they themselves could
select a film or series to be watched in class (cf. Henry, 2013).
In terms of in-school EFL anxiety and in-school EFL willingness to com¬
municate, no significant differences between EFL teachers’ and EFL students’
responses were identified; however, in both cases, it may be concluded that
teachers rate students’ willingness to communicate slightly higher (M=3.57)
than students themselves do (M=3.51), and EFL teachers also perceive (M=2.75)
that students are more anxious in EFL lessons than they actually are (M=2.52).
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