Which language skills improve the most after an Erasmus+ Programme?

Abstract

Language learning is considered to be a complex process. To overcome this possibility there are international programmes people can take advantage of. Taking classes or travelling are good opportunities to learn a second language. The vast majority of the Spanish universities provide their students with the opportunity to participate in an Erasmus+ Programme. Scholars can study abroad for a whole academic year. Apart from meeting people, from different cultures, improving proficiency in a non-native language is one of the most motivating factors for choosing those international study plans. However and to my knowledge, no specific research has been done on this particular area, so the objectives of this research are to show which language skills students improve the most after using a language daily, to analyze how often and where English and other target languages were used, and to observe how living far from home and with other cultures can affect students. Regarding the methodology that will be used in this research, a questionnaire has been employed based on the language skills described in the Common European Framework of Reference for Languages (CEFR) (Common European Framework of Reference for Languages: Learning, teaching, assessment, 2017). The survey is based on specific questions associated with these language abilities: listening and reading comprehension, writing, and spoken production and interaction. The questionnaire was distributed among higher education students who have been living abroad from ten to twelve months, and whose language level proficiency in English was a B1 or B2. The results are expected to prove progress in all the skills, but mostly in the speaking and listening parts, since those skills cannot be practised at all in a non-native English country. As a consequence, it is expected that thanks to the Erasmus+ Programme students can improve it due to the contact hours with the language. In addition, the present research can shed light on how Erasmus exchange programmes can help to improve students’ linguistic fluency as well as their self-confidence in their own language learning process. Finally, the hypothesis that this research raises is that the exchange experience has resulted in an increase of the students’ level of English proficiency and consequently they can feel more confident when they have to interact with a native speaker.