L2 Journal

This study explores undergraduate attitudes toward world language learning at a large U.S. research university, with a focus on how career orientation, perceptions of English as a lingua franca, and the rise of translation technologies shape enrollment decisions. While language departments often frame declining enrollments as evidence of diminished student motivation and interest, recent research emphasizes the need to foreground student voices. Building on this work, we conducted a mixed-methods survey of 920 students at Iowa State University, including students enrolled and not enrolled in language courses. Quantitative analysis (mixed-effects logistic regression) revealed that perceptions of career relevance and access to enrollment information were the strongest predictors of participation in world language courses and in the institution’s career-oriented Languages and Cultures for Professions (LCP) program. Qualitative analysis of open-ended responses revealed tensions between students’ personal values and perceived labor market demands; while many view language learning as enriching and increasingly relevant in light of growing linguistic diversity in the U.S., they also see English dominance and translation technologies as diminishing its necessity. Rather than signaling student disinterest, our findings underscore the role of institutional barriers and career narratives in shaping enrollment trends, suggesting new strategies for sustaining language programs in higher education.