University students’ language knowledge and attitude to language learning

Abstract

Multilingualism and proficiency in professional communication offer significant advantages in the globalized job market. To succeed internationally, university students must develop professional communicative competence in foreign languages. This research aims to explore students’ language learning histories and motivations, their level of language proficiency, language use habits, and attitudes toward language learning and language certificates. The ultimate goal is to inform the development of our courses in languages for specific purposes. The results of our questionnaire survey indicate that the target group possesses English language skills above the European average. They study more languages, begin learning earlier than required by educational regulations, and often supplement their studies with extracurricular lessons. Compared to the European average, they use English more frequently in their daily lives, including for academic purposes. They also engage with professional materials in foreign languages even when not explicitly required. English remains the dominant foreign language even among students whose first foreign language is not English. However, students having obtained a language certificate earlier tend to experience a decline in productive language skills during their university years. They are motivated to learn languages for reasons beyond obtaining language certificates, and many are unaware of the international practices of which language certificates are recognized. Our findings show that the respondents belong to a group of higher education students whose language proficiency and attitude toward learning allow for more complex forms of language teaching, including transversal knowledge and skills development in a foreign language.