ELT Survey: An empirical study focusing on learner perspectives

This project investigates learner perspectives on English language teaching practices in some European countries. In collaboration with Adam Mickiewicz University (Poland) and the University of Agder (Norway), we explore how adolescents experience and evaluate English lessons in Germany, Poland, and Norway. Using a shared questionnaire, we examine learners’ attitudes, use of texts and media, engagement with diverse topics, and visions for the future of English language education. The study aims to provide a comprehensive, comparative overview of ELT practices and highlight areas for improvement in school curricula and teacher education.

• Marta Janachowska-Budych (Adam Mickiewicz University, Poland)
• Jakub Przyby?, Dorota Owczarek (Adam Mickiewicz University, Poland)
• Mariette Aanensen (University of Agder, Norway)
• Arild H?ie Henriksen (University of Agder, Norway)

In the past, the student assistants Julia Schwerin and Laura Stolle supported this project.

This project is funded by the Staatsministerium für Wissenschaft und Kunst (F?rderlinie Internationalisierung 2.0).

• Summer, T., Przyby?, J.; Henriksen A. H. (2025). Learner attitudes to English instruction in Germany, Norway, and Poland: Insights from the ELT Survey. Language Teaching Research, 1-27. https://doi.org/10.1177/13621688251333092 (open access)

About this publication: This paper reports the first findings of the ELT Survey, an empirical study drawing on data from 2,721 adolescent English learners in schools across Germany, Norway, and Poland. Using both quantitative (e.g., ratings, attitude scales, cross-country comparisons) and qualitative (reflexive thematic) analyses, the study reveals that while English lessons were generally rated positively, student attitudes towards L2 English instruction were often less favourable. Learners in Norway showed the most enthusiasm, whereas learners from Poland were the most critical; many students in German and Polish schools described their lessons as monotonous. Key criticisms expressed by learners include a narrow range of teaching methods, limited communication opportunities, lack of real-world relevance, teacher-related concerns, and insufficient emotional-motivational support. This paper discusses the key findings and potential reasons for these largely negative attitudes and the differences between the three countries.