Erasmus Language students in a British University – a case study

Bogain, Ariane (2012) Erasmus Language students in a British University – a case study. The Language Learning Journal, 40 (3). pp. 359-374. ISSN 0957-1736

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Official URL: http://dx.doi.org/10.1080/09571736.2012.723937

Abstract

Students’ assessment of their academic experience is actively sought by Higher Education institutions, as evidenced in the 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.

Item Type: Article
Uncontrolled Keywords: Erasmus students, language learning, guidance, support, HE, student satisfaction, education, Europe
Subjects: L900 Others in Social studies
X300 Academic studies in Education
Department: Faculties > Arts, Design and Social Sciences > Social Sciences
Depositing User: Ariane Basthard-Bogain
Date Deposited: 08 May 2012 09:57
Last Modified: 28 Oct 2017 17:07
URI: http://nrl.northumbria.ac.uk/id/eprint/6827

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