Language learning experiences of postgraduate research students in the UK

Inma Álvarez,Carlos Montoro,Ana De Medeiros,Debra Kelly,Alice Hazard

doi:10.1080/09571736.2020.1724186

Abstract

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.

Highlights

Research on language learning at universities traditionally focuses on undergraduate programmes of study, with little attention to language learning at postgraduate level
International exceptions that look at learning modern languages other than English at postgraduate level are the work of Pinto and Araújo e Sá (2016), who conducted a case study with postgraduate researchers (PGRs) in Portugal and found that languages are seen as mainly having instrumental value, and Gkaintartzi et al (2018), whose case study revolves around the experiences of trainee teachers involved in delivering language education for refugees in Greece
When it comes to institution-wide language provision (IWLP), a recent survey (AULC-UCML 2018) reported that 25% of IWLP enrolments were PGRs, and around 30% of participating institutions said tailor-made IWLP courses were available to PGRs

Summary

Introduction

Research on language learning at universities traditionally focuses on undergraduate programmes of study (see, for instance, Pauwels 2011), with little attention to language learning at postgraduate level. In the UK, a recent report highlighted that only 42% of participating UK Modern Languages departments are offering language-focused modules at postgraduate level (Álvarez et al 2018). When it comes to institution-wide language provision (IWLP), a recent survey (AULC-UCML 2018) reported that 25% of IWLP enrolments were PGRs, and around 30% of participating institutions said tailor-made IWLP courses were available to PGRs. When it comes to institution-wide language provision (IWLP), a recent survey (AULC-UCML 2018) reported that 25% of IWLP enrolments were PGRs, and around 30% of participating institutions said tailor-made IWLP courses were available to PGRs This suggests that, albeit limited, there are some opportunities to engage with formal language learning institutionally

Methods

Findings

Discussion

Conclusion