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STUDY THREE
6.6 CONCLUSION
The results of Study Three partly confirm the results of previous research (Chu
2008, MacIntyre 1999, MacIntyre et al. 1999, Sallinen-Kuparinen et al. 1991,
Yildiz—Piniel 2020), as it was found in the perceptions of Hungarian EFL teach¬
ers that there is a negative relationship between L2 speaking anxiety and L2
willingness to communicate. It was also revealed that EFL teachers who find
EE activities more useful for EFL learning incorporate such activities in their
EFL lessons more often. A comparison of students’ and teachers’ responses
showed that students are less motivated in EFL classes than EFL teachers
perceive them to be. The results also uncovered that EFL teachers typically
think that they do incorporate learners’ EE interests into the EFL lessons;
however, students are of the opinion that this is not necessarily the case. It
would be worthwhile to investigate the underlying reasons for this difference
in the perceptions of students and teachers, as it is possible that EFL teachers
overestimate how well they know their students’ EE interests. EFL teachers,
therefore, should actually map their students’ interests by adopting some of
the methods described in Section 3.1 (e.g., questionnaires and interviews).
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