Exploring Student Perspectives on Foreign Language Programs in Higher Education: A Case Study of the University of Zambia

International audience This study investigates the attitudes and perceptions of University of Zambia (UNZA) students towards learning French and Chinese, focusing on how these languages align with their academic and career aspirations. The research aims to identify the factors influencing students' language choices, including their perceptions of the economic and cultural value of these languages, the level of institutional support, and their awareness of language courses offered at the university. Specifically, the study addresses four key objectives: 1) to assess students' awareness of French and Chinese courses; 2) to explore the reasons behind their language preferences; 3) to evaluate students' attitudes towards both languages; and 4) to assess the effectiveness of university strategies in increasing enrollment in language courses. The study’s population consisted of 30 students enrolled in French and Chinese courses at UNZA, with equal representation (15 students per language). The students were purposively selected using stratified purposive sampling to ensure equal representation from different academic years. Additionally, two faculty members involved in language instruction participated in qualitative interviews. Data were collected through interviews with the faculty members and focus group discussions with students. The data were analyzed thematically to identify key themes and patterns. The findings indicate that while there is significant interest in learning Chinese, primarily due to career prospects linked to China's growing economic influence, French is viewed as less valuable in terms of immediate career opportunities. Students cited the increasing presence of Chinese businesses and available scholarships as key motivators for learning Chinese. In contrast, French was seen as important for international diplomacy and regional integration, but the limited visibility of French courses and perceived lack of economic return deterred many students. Faculty members highlighted the challenges in increasing French course enrollment, noting low awareness and insufficient promotional efforts. In contrast, Chinese language courses benefited from strong institutional support, including scholarships and partnerships with the Confucius Institute, which significantly contributed to increased interest and enrollment. This study emphasizes the role of institutional initiatives in shaping language learning choices and underscores the need for more targeted marketing and strategic promotion of French courses to better compete with the growing demand for Chinese language skills. The findings contribute to the broader discourse on foreign language education in Africa, particularly in the context of global economic shifts and the increasing importance of language skills in international trade and diplomacy.