Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21^st Century

This paper is about the views and beliefs of students, participating in technology-enhanced CLIL (content and language integrated learning) teaching in the senior section of a Hungarian primary school, about the English language, language learning, English classes, and the activities of their teachers. The study is based on mixed methods and a verbal fluency test as well as structured interviews. This paper presents the findings of the structured interview in the case of N = 7 students. The processing of the structured interviews was done using qualitative content analysis, combining deductive and inductive logic. During deductive content analysis, a code list was set up, followed by an inductive exploration of text segments. The reliability of coding was ensured by intercoding. According to the results, students taking part in technology-enhanced CLIL teaching saw language learning as a speech-based process. As for teaching activities, it was found that there were differences between problem-centred and activity-based technology-enhanced teaching and traditional methods based on a classical methodology. ¹