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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 11:1 (2026) ► pp.1–39

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English as a lingua franca in Greek language courses

Views and attitudes from study abroad participants in the Erasmus+ program

ORCiD logo with link | University of Nicosia
 | University of Nicosia
Published online: 26 August 2025
DOI logo with link
https://doi.org/10.1075/sar.24018.gia
Abstract
Given the increasing diversity of additional language (L2) learners in Europe, this study investigates the views and attitudes toward the use of English as a lingua franca (ELF) in learning and teaching L2 Greek among Erasmus+ participants (students and teachers) in a university setting in Greece. It further explores the pedagogical implications for L2 instruction within the Erasmus+ framework. Using questionnaires, interviews, and classroom observations, the study examines teachers’ and students’ attitudes and experiences with ELF in multilingual classrooms. Findings reveal positive attitudes toward ELF among both students and teachers, particularly during the initial stages of L2 teaching and learning. ELF is perceived as a valuable tool for fostering inclusivity, facilitating communication, and enhancing learning in multilingual classrooms. The study highlights the pedagogical benefits of translanguaging in ELF contexts, recognizing the positive impact of students’ full utilization of their linguistic resources, and argues that a mindful approach can promote plurilingualism.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1English as a lingua franca
    • 2.2Beliefs and attitudes in education
    • 2.3Beliefs and attitudes toward ELF
    • 2.4Translanguaging
    • 2.5The Erasmus+ program
    • 2.6Research in study abroad contexts
    • 2.7ELF in study abroad
  • 3.The study
    • 3.1Objectives
    • 3.2Research design
    • 3.3Research setting
    • 3.4Participants
      • 3.4.1Erasmus+ students
      • 3.4.2L2 Greek teachers
      • 3.4.3L2 Greek Erasmus+ classes
    • 3.5Ethics
    • 3.6Methods
      • 3.6.1Questionnaire
      • 3.6.2Interviews
      • 3.6.3Classroom observation
    • 3.7Data analysis
  • 4.Findings
    • 4.1Erasmus+ students’ perceptions of ELF in the L2 Greek classroom
      • 4.1.1Perceived teacher attitudes toward ELF
      • 4.1.2Perceived benefits of ELF for L2 learning components
      • 4.1.3Perceived impact of ELF on L2 skills development
      • 4.1.4Student reflections on ELF in beginner L2 classes
    • 4.2Erasmus+ teachers’ perceptions of ELF in the L2 Greek classroom
      • 4.2.1Perceived attitude of students toward ELF
      • 4.2.2The facilitative role of ELF in beginner-level L2 classes
      • 4.2.3Strategies for ELF use in the L2 classroom
      • 4.2.4Challenges and limitations of ELF use
      • 4.2.5Balancing ELF and L2 Greek use
    • 4.3Classroom observation: ELF use in class
  • 5.Discussion
    • 5.1Students’ perspectives on ELF use
    • 5.2Teachers’ perspectives on ELF use
    • 5.3ELF as a tool in multilingual learning environments
  • 6.Conclusions
  • Note
  • References
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Zampiaki, Ellie & Aretousa Giannakou
2025. Functions of English as a Lingua Franca for Greek Language Learning in Young Adult University Classrooms in Greece. In Advances in Second and Foreign Language Acquisition, ► pp. 3 ff. DOI logo

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