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CONCLUSION
RO4.3 What characterizes Hungarian secondary school students? L2
willingness to communicate?
Four EE activities (reading online, watching films and series, paper-based
reading, and video games) affect in-school and extramural WTC; however, the
impact is only marginal here, too. Interestingly, in the case of the WTC, both
in-school and extramural WTC are more affected by passive EE activities.
Playing video games is the only EE activity out of the four which requires play¬
ers to speak and communicate with others when gaming online.
RQ5 What are Hungarian secondary school EFL teachers’ and students’
perceptions of EFL students’ various individual differences?
A comparison of the results of the student and teacher questionnaires also
revealed that in many cases, EFL teachers do not necessarily perceive EFL
learners’ L2 learning motivation, WTC, and anxiety adequately as in the case
of anxiety, for instance, teachers rated students’ anxiety levels higher than
students’ self-reported anxiety levels actually were. In addition, in the case of
L2 learning motivation, it may be concluded that EFL teachers rated EFL
learners’ in-school motivated learning behavior higher than the results obtained
from the student questionnaire. These results are in contrast with those of
Oveges and Csizér (2018), whose nationwide study showed that EFL teachers
consider students less motivated than students consider themselves. These
results suggest that it would be much more worthwhile for EFL teachers to
cater more to learners’ individual differences to reduce anxiety and increase
students’ motivation in lessons by incorporating their EE interests in EFL
lessons much more frequently and to a greater extent.
RQ6 What impact do the various EE activities and various individual
differences have on Hungarian secondary school students’ in-school
motivated learning behavior and extramural motivated language use?
Several EE activities impact both in-school motivated language learning be¬
havior and extramural motivated language use. In-school motivated learning
behavior is explained by four EE activities (chatting, listening to music, You¬
Tube, and films and series) with an explanatory power of only 14%. All these
activities are frequently used in an EFL classroom and could, therefore, be
predictors of in-school motivated learning behavior. On the other hand, ex¬
tramural motivated language use is affected by several EE activities, too. These
five EE activities, namely online reading, films and series, chatting, listening
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