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Education of Hungarian as L1 requires an approach and methods that place much greater emphasis on students’ own language experiences. The aim of this article is to present the principles and methodological aspects of a competition that invited secondary school students to submit language diaries. The aim of this competition was to test a model of teaching Hungarian as L1 which focuses on real language problems and is based on the one hand on the theory of problembased learning (PBL) and on the other hand on Language Management Theory (LMT). The competition was motivated by the fact that the method had not been tested before, based on the language experiences and reflections of students in public education.

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