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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 involved more in L2 motivation research as they may impact learners’ L2 learning 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 Hungarian 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 individual 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
