Say Something: A Study of Irish University Students' Attitudes Toward Foreign Languages

Abstract

This study provides a comprehensive and evidence-based examination of the attitudes, motivations, and decision-making processes that shape third-level students’ engagement with foreign language study in Ireland. Adopting a mixed-methods approach, the research combined an audit of undergraduate language provision across Irish higher education institutions with a national student survey (n = 374) and follow-up focus group interviews involving undergraduate students (n = 24), language lecturers (n = 7), and guidance counsellors (n = 4). The audit revealed that modern language provision in Irish higher education largely reflects a continuation model from secondary to tertiary education, making access more readily available to students with existing language-learning backgrounds. While this approach supports progression, it may limit participation among beginners and students with less prior language experience. Language learning is also predominantly delivered through elective modules, which offer flexibility but may not encourage sustained engagement throughout students’ degree programmes. Furthermore, the distribution of language provision across institutions and regions is uneven. A small number of traditional universities provide a wider range of language options, whereas many institutions offer a more limited selection. Across all institution types, French, German, Irish, and Spanish remain the dominant languages, reflecting their longstanding prominence within Irish higher education and Ireland’s historical, political, and economic connections with Europe. Survey findings indicate that language learning is influenced by prior educational experiences, institutional opportunities, and broader multilingual and intercultural factors. Although participants were predominantly young undergraduate students from English-speaking backgrounds, considerable linguistic diversity and multilingualism were evident. Most respondents had studied more than one language during secondary education, with Irish, French, Spanish, and German emerging as the most commonly learned languages. Participants generally demonstrated positive attitudes towards language learning and strong intrinsic motivation. However, participation was constrained primarily by structural factors, including limited language provision, curriculum design, timetable restrictions, and institutional policies, rather than by a lack of interest. Focus group findings reinforced these results, highlighting the importance of expanding flexible language provision, creating accessible pathways for students across disciplines, and addressing institutional barriers. Participants also identified reduced university language entry requirements, limited funding, and inconsistent policy implementation as factors contributing to declining participation. The findings suggest that increasing engagement with modern languages requires coordinated action across schools, higher education institutions, and policymakers. Expanding flexible language pathways, improving visibility and accessibility, strengthening intersectoral collaboration, and investing in sustainable language provision will be essential to supporting multilingualism and achieving the objectives of Ireland’s Languages Connect strategy.