Erasmus Language Students in a British University: A Case Study

Autor/in	Bogain, Ariane
Titel	Erasmus Language Students in a British University: A Case Study
Quelle	In: Language Learning Journal, 40 (2012) 3, S.359-374 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.723937
Schlagwörter	Student Motivation; Independent Study; Foreign Countries; Costs; Semi Structured Interviews; Student Surveys; Educational Change; Case Studies; Student Attitudes; Questionnaires; Second Language Learning; Second Language Instruction; Study Abroad; Prior Learning; Teaching Methods; Grammar; Communicative Competence (Languages); Foreign Students; European Union; United Kingdom + Suchen Sie Ihr Suchwort? Schulische Motivation; Selbststudium; Ausland; Cost; Kosten; Schülerbefragung; Bildungsreform; Case study; Fallstudie; Case Study; Schülerverhalten; Fragebogen; Zweitsprachenerwerb; Fremdsprachenunterricht; Studies abroad; Auslandsstudium; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Großbritannien
Abstract	Students' assessment of their academic experience is actively sought by higher education institutions, as evidenced in the UK's National Student Survey, introduced in 2005. Erasmus students, despite their growing numbers, tend to be excluded from these satisfaction surveys, even though they, too, are primary customers of a university. This study aims to present results from bespoke questionnaires and semi-structured interviews with a sample of Erasmus students studying languages in a British university. These methods allow us insight into the experience of these students and their assessment as a primary customer, with a focus on language learning and teaching, university facilities and student support. It investigates to what extent these factors influence their levels of satisfaction and what costs of adaptation, if any, they encounter. Although excellent levels of satisfaction were found, some costs affect their experience. They relate to difficulties in adapting to a learning methodology based on a low number of hours and independent learning and to a guidance and support system seen as too stifling. The results portray this cohort's British university as a well-equipped and well-meaning but ultimately overbearing institution, which may indicate that minimising costs can eliminate some sources of dissatisfaction. (Contains 3 notes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10