ERASMUS PROGRAM OPPORTUNITIES

Section: 03 Full Name: Sena Nur Anık St. Nr: 130 110 297 Assignment: A1 1

Erasmus Program Opportunities for the Students Studying at University

Sena N. Anık

130 110 297

Abdullah Gul University

ENG102.03

A1

Nisrin Al-Rubaiee

29/10/2021
ERASMUS PROGRAM OPPORTUNITIES

Section: 03 Full Name: Sena Nur Anık St. Nr: 130 110 297 Assignment: A1 2

Proposal

1. Research Topic (RS):

The motivational and demotivational factors of Erasmus Program which has numerous

opportunities for students.

2. The reasons for the selection of your research subject (60 words):

I would like to study on Erasmus Program Opportunities considering that countless students

require to gain abroad experiences, nonetheless, they are restricted to have knowledge about

Erasmus Program Opportunities. Hence, studying on this topic will present numerous factors as a

pioneer for students and even people who is not students and require experience abroad. In

conclusion, the reason of I choose this topic is it is beneficial.

3. The research question (RQ):

What are the motivational and demotivational factors to impel students to experience abroad

with Erasmus Program?

4. The thesis statement (TS):

While living away from home is a challenge, students should experience that surviving alone

in another country because it provides various life skills for future, it gives maturity and makes

people feel free.

5. The primary theory you are using to analyze your subject

The linguistic factor is a motivational factor because it impels the person to learn a new language

in order to communicate and meet with new people.

https://files.eric.ed.gov/fulltext/EJ1067594.pdf
ERASMUS PROGRAM OPPORTUNITIES

Section: 03 Full Name: Sena Nur Anık St. Nr: 130 110 297 Assignment: A1 3

The four annotated bibliographies

1. The 1st annotated bibliography must primarily focus on introducing your RS (150 words)

Reference:

Fombona, J., Rodríguez, C., & Sevillano, A.P. (2013). The Motivational Factor of Erasmus

Students at the University. International Education Studies, 6(4).

https://files.eric.ed.gov/fulltext/EJ1067594.pdf

Summary:

In this study, Fombona et al. (2013) observe that the motivational and demotivational factors of

Erasmus Program for students at the university level. Although these factors provide the

academical, cultural, receiving job or environmental aspects as motivational, there are

demotivational aspects too, for example, linguistic issues causing lack of communication.

Furthermore, Fombona et al. define that they analyze the process with the online questionnaire to

approximately 370 students at the University of Oviedo and observe that the students develop the

language that host country speak by the virtue of the Erasmus Program. As well as student-side

factors, there are also country or university-based factors. Hence, Fombona et al. report that

international universities or countries that provide Erasmus Program should have increasing level

of economic and cultural exchanges. In conclusion, this study is relevant because of it provides

methodology which analyzes motivational and demotivational factors for students and host

countries students go.

ERASMUS PROGRAM OPPORTUNITIES

Section: 03 Full Name: Sena Nur Anık St. Nr: 130 110 297 Assignment: A1 4

2. The 2nd annotated bibliography must introduce your RQ to the reader (150 words)

Reference:

Axelsson, E.P., Ineson E.M., Juvan, E., Lesjak, M., & Yap, M.H.T. (2015). Erasmus student

motivation: Why and where to go? Higher Education, 70, (pp. 845-865).

https://link.springer.com/article/10.1007/s10734-015-9871-0

Summary:

Lesjak et al. (2015) argue that mobility motives and destination choices which determine

motivational and demotivational factors of Erasmus Program. Lesjak et al. also claim that

touristic factors are relevant for students' destination choices. This study is different by reason of

it includes not only students' but also teachers' motivational factors on Erasmus Program.

According to study, Erasmus students are motivated by personal growth more than the students

studying for full international degree, this is because the Erasmus students receive shorter

mobility period than others. In the study, a method which is self-administrated questionnaire

implements all Erasmus students of 11 European Union universities between year of 2008 and

2010. The data which is collected report that there are degrees from 1 (means disagree) to 5

(means strongly agree), moreover, the items are about academic, experience, employment,

improving linguistic skills and other elements. In addition, between the hypothesis that are

determined, 2 of them are accepted, 2 of them are partially accepted and 1 of them is rejected. In

conclusion, the study presents numerous components with analyzing the students' motivations

and destination choices, hence, it is advantageous for people who requires information on

Erasmus Program.
ERASMUS PROGRAM OPPORTUNITIES

Section: 03 Full Name: Sena Nur Anık St. Nr: 130 110 297 Assignment: A1 5

3. The 3rd annotated bibliography must develop and defend your TS argument (150 words)

Reference:

Dolga, L., Filipescu, H., Mazilescu, C.A., & Popescu-Mitroi, M.M. (2015). Erasmus Mobility

Impact on Professional Training and Personal Development of Students Beneficiaries.

Procedia - Social and Behavioral Sciences, 191.

https://www.sciencedirect.com/science/article/pii/S1877042815024957

Summary:

In this study, Dolga et al. (2015) analyze that the effects of Erasmus Program on the students'

training and development. Dolga et al. (Dolga et al., 2015, as cited in Bracht et al., 2006) claim

that the effects of Erasmus program on the students is disparate between Eastern and Western

Europe. In this case, the influence of Erasmus Program is more in Eastern Europe than Western

Europe. Furthermore, Dolga et al. (2015, as cited in Engel, 2010) approximately 90% of students

recognize that their personal developments are influenced positively. Despite this, according to

only 50% of students’ standpoint, achieving to job career interact with academic level is

observed. However, Dolga et al. (2015, as cited in Otero and McCoshan, 2006) also argue that

numerous aspects such knowledge development, meeting new cultures and improving self-

confidence as around 80% of students considering. In the method of study, the students from

Politehnica University of Timisoara in numerous faculties, are grouped into five which are

elements of influences, evaluated the questionnaire which has 11 items. Consequently, this study

is crucial by the reason o it further includes the push and pull factors of Erasmus Program and

influences of it on the students.

ERASMUS PROGRAM OPPORTUNITIES

Section: 03 Full Name: Sena Nur Anık St. Nr: 130 110 297 Assignment: A1 6

4. The 4th annotated bibliography must develop and defend your TS argument (150 words)

Reference:

Baranova, T., Kobicheva, A., & Tokareva, E. (2020). The impact of Erasmus program on

intercultural communication skills of students. E3S Web of Conferences, 164.

https://www.e3s-conferences.org/articles/e3sconf/pdf/2020/24/e3sconf_tpacee2020_1201

3.pdf

Summary:

Baranova et al. (2020) argue that the international communication skills must exist on the

students as a competence and motivational factor. Moreover, Bornova et al. also defend that a

pattern which is 'learning by doing'. In this case, these are provided in virtue of Erasmus

Program. In the study, there occurs 2 types of programs which allows students to experience

living abroad, while one of them is Erasmus Exchange Program (EEP), the other one is

International Communicative Competence (ICC). Both, alongside other aspects, addresses the

linguistic improvement and developing the communication skills. Methodology which conducts

to 78 students, occurs by an online survey which comprises 8 open question and 12 closed

questions, and analyze the results with both quantitative and qualitive aspects. In summary, the

study is relevant of including knowledge of foreign language, international communication

challenges as a demotivational factor, and concurrently, the motivational factors of Erasmus

Program.
ERASMUS PROGRAM OPPORTUNITIES

Section: 03 Full Name: Sena Nur Anık St. Nr: 130 110 297 Assignment: A1 7

References
Fombona, J., Rodríguez, C., & Sevillano, A.P. (2013). The Motivational Factor of Erasmus

Students at the University. International Education Studies, 6(4).

https://files.eric.ed.gov/fulltext/EJ1067594.pdf

Axelsson, E.P., Ineson E.M., Juvan, E., Lesjak, M., & Yap, M.H.T. (2015). Erasmus student

motivation: Why and where to go? Higher Education, 70, (pp. 845-865).

https://link.springer.com/article/10.1007/s10734-015-9871-0

Dolga, L., Filipescu, H., Mazilescu, C.A., & Popescu-Mitroi, M.M. (2015). Erasmus Mobility

Impact on Professional Training and Personal Development of Students Beneficiaries.

Procedia - Social and Behavioral Sciences, 191.

https://www.sciencedirect.com/science/article/pii/S1877042815024957

Baranova, T., Kobicheva, A., & Tokareva, E. (2020). The impact of Erasmus program on

intercultural communication skills of students. E3S Web of Conferences, 164.

https://www.e3s-conferences.org/articles/e3sconf/pdf/2020/24/e3sconf_tpacee2020_1201

3.pdf