Kinesthetic approaches to language teaching have been substantiated by modern brain research which has shown a strong bond between movement and mind. A holistic view of body and cognition has been revitalised in the late 20th century by implementing specific approaches to the embodied classroom, e.g., Voice Movement Icons or Brain-Gym. This thesis explores the learners' reactions, beliefs and attitudes towards kinesthetic and embodied tasks. A lesson which showcases four forms of edu-kinesthetic methods was designed and serves as a basis for the learners' evaluation of such approaches. Up to now edu-kinesthetic techniques have predominantly been used in lower-grade teaching. In contrast, this study evaluates the perception of embodied teaching approaches of secondary-school students in both, AHS and HAK schooling contexts. A students' questionnaire as well as a teachers' feedback form was used to collect data about their reactions to emotional and physical aspects of learning and their personal preferences. Analysis of the collected data reveals that attitudes towards using gestures while learning are polarised. On the one hand, the great majority of learners state that they feel positively about using kinesthetic techniques. In particular, results reveal that Brain-Gym activities are positively received by the secondary-school students, whereas the teachers prefer to use those activities primarily with lower grades. On the other hand, approximately 16 per cent of the students feel negatively about the kinesthetic approaches and most of them state that they use a different learning strategy which they believe suits them better. Further, learners raised concerns about inefficient time use. However, 55.6 per cent of the learners state that they would like to have embodied tasks included in their classes. This study concludes that many of the learners' apprehensions could be overcome by taking a more gentle, step-by-step approach to introducing kinesthetic tasks.