The participating teachers were asked to rate how important they think it is to deal with global, local, intercultural, and controversial issues in their EFL classes on a five-point Likert scale. The results suggest that the participants feel that it is more important than not to deal with global content in their English classes, as in all four cases, the means of the scales were above 3.00 (partly important, partly not). The results of the Paired Samples t-test show that the teachers find it equally important to deal with global and intercultural issues in their classes, and significantly more important to deal with global (M = 4.40; SD = .76) and intercultural (M = 4.37; SD = .84) than local issues (M = 3.87; SD = .92), t = 6.81, p < .01. There was also a significant difference in how important teachers believe it is to deal with local issues (M = 3.87; SD = .92) and controversial issues (M = 3.62; SD = 1.13), t = 3.10, p < 0.01, thus, based on the results of the Paired Samples t-test, it can be confidently stated that according to secondary school teachers in Hungary, dealing with controversial issues is the least important among other global content. The means awarded to each item can be found in Table 5.16 in descending order.

 

 

To find demographical differences in the importance attributed to dealing with global content, Independent Samples t-tests and ANOVA tests were performed. The significant results of the ANOVA test revealed significant differences between how the different age groups view intercultural and controversial issues.

 

 

As Table 5.17 shows, teachers under 35 think that it is more important to deal with intercultural issues than teachers above 50, and this younger generation of teachers also think that it is more important to deal with controversial issues than teachers belonging to older generations (Group 2 and Group 3, respectively).