Oldal 147 [147]
CONCLUSION
important to draw the attention of language teachers to the importance and
benefits of mapping their own students" EE interests as this, provided that it
is successful, may increase learners" L2 learning motivation, reduce their L2
anxiety and increase their L2 willingness to communicate. However, a kind of
openness and genuine interest on the part of foreign language teachers is also
important for this. As for theoretical implications, EE activities could be in¬
volved more in L2 motivation research as they may impact learners’ L2 learn¬
ing motivation in other L2 learning contexts than that of secondary education,
too.
7.3 DIRECTIONS FOR FURTHER RESEARCH
Ihe present research project investigated EFL learning through EE activities
and the potential impact of EE activities on the different individual learner
differences in the Hungarian secondary education context. As a next step, a
larger-scale representative quantitative study could investigate and map Hun¬
garian secondary school students’ EE interests and investigate the relationship
between their EE interests and individual learner differences; this way, findings
of such a study could be extrapolated for the whole population of Hungarian
secondary school students. Besides, other contexts could also be investigated,
namely Hungarian primary school students’ EE interests, and individual
learner differences could also be mapped along with Hungarian adult EFL
learners’ EE interests and individual differences. Furthermore, other indi¬
vidual learner variables, such as learning strategies, and the impact of EE on
these variables could be investigated. Certain findings of this research project,
such as the positive correlation between the frequent use of TikTok and
anxiety, could also be investigated qualitatively to obtain more in-depth insights
into why using TikTok increases EFL anxiety. Finally, based on the findings of
this research project, recommendations, practical tips, and good practices
could be compiled from experienced EFL teachers who already incorporate EE
in their teaching. These good practices could then be published.
7.4 LIMITATIONS OF THE RESEARCH DESIGN
One of the limitations of the present research is the sampling methods which
do not allow for the generalizability of the results and findings to the whole
population of both secondary school EFL students and EFL teachers. These
findings, however, provide insights into EFL learning and teaching practices
in Hungary and may lay the foundations for future research in the field.
Since self-reported data were gathered through the student and teacher
questionnaires, participants might have been biased in certain ways, e.g., due