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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 players 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 behavior and extramural motivated language use. In-school motivated learning behavior is explained by four EE activities (chatting, listening to music, YouTube, 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, extramural motivated language use is affected by several EE activities, too. These five EE activities, namely online reading, films and series, chatting, listening * 143 ¢
