Language Learning Experiences of Postgraduate Research Students in the UK

Autor/inn/en	Álvarez, Inma; Montoro, Carlos; de Medeiros, Ana; Kelly, Debra; Hazard, Alice
Titel	Language Learning Experiences of Postgraduate Research Students in the UK
Quelle	In: Language Learning Journal, 48 (2020) 5, S.672-684 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Álvarez, Inma) ORCID (Montoro, Carlos) ORCID (Hazard, Alice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2020.1724186
Schlagwörter	Learning Experience; Informal Education; Second Language Learning; Second Language Instruction; Graduate Students; Student Attitudes; Access to Education; Foreign Countries; Student Surveys; Student Characteristics; Foreign Students; Student Interests; Educational Finance; United Kingdom + Suchen Sie Ihr Suchwort? Lernerfahrung; Informelle Bildung; Nichtformale Bildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Schülerbefragung; Studieninteresse; Bildungsfonds; Großbritannien
Abstract	This article reports on the findings of a pioneering study of formal, non-formal and informal language learning experiences of postgraduate research students in the UK. The research involved a large-scale survey followed by semi-structured interviews. Quantitative and qualitative data analysis shows that the language needs and interests of postgraduate students are barely met due to limited institutional provision of formal language learning opportunities. The study confirms some known facts, such as the composition of the student body (e.g. mostly young, fully-funded full-time students with a significant proportion of international students), and reveals other possibly less-known realities, from a remarkable interest in language learning among research students to the reasons for their interest and the potential impact greater access to language learning could have on their research and beyond. Half of the respondents reported having funded provision of language tuition but one third were not even aware of the existence of a Language Centre at their institution. Student suggestions for alternative language provision are included as these can inform policy and decision-making at postgraduate level in the UK and serve as a basis for further research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01