Secondary school students’ perceptions of language-learning experiences from participation in short Erasmus+ mobilities with non-native speakers of English

Abstract

This article reports on a small-scale qualitative case study where the purpose was to examine a group of Norwegian upper secondary students’ reflections around own language-learning experiences when participating in three very short transnational Erasmus+ project mobilities. Data were collected through interviews, observations and reflection logs, and the constant, comparative method was used to analyse the material. An overall finding can be related to a sense of raised metacognitive awareness in the group of students, as a result of their participation in the Erasmus+ project. Their perceived raised metacognitive awareness was, amongst others, attributed to the extended learning arena, to the social setting and the sense of agency in group tasks. The latter was perceived as important because it allowed for more opportunities for learner-learner interaction with other non-native speakers of English. Exposure to non-native language users as well as increased intercultural awareness were seen as important for students’ willingness to communicate, and hence an important element of their language-building identity.