Középiskolás diákok angolórákkal kapcsolatos érzelmei egy kérdőíves felmérés tükrében

A questionnaire-based study investigating secondary school students’ emotions in relation to their English classes The aim of the present study was twofold: first, we aimed to create an instrument which could reliably detect a wide range of positive and negative emotions among students in connection with learning English in the classroom context; second, with using our questionnaire, we attempted to find out what emotional experiences characterize our sample. Data was collected from a high school running two types of English language programs, with the participation of 53 students in grades 10 and 11. Our findings suggest that, on average, bilingual and regular high school students have different emotional experiences in the language classroom. While students taking part in the bilingual program reported more positive emotions than students in regular classes, the opposite was true for the majority of negative emotions. Thus, the investigation of students’ emotional experiences in the classroom seems to be an area worthy of further study.