Introduction. The quality of language training in a non-linguistic university remains a subject of research interest. Despite the growing labour market demand for specialists with advanced foreign language skills, a foreign language is still perceived by students as a supporting discipline, which leads to a decrease in learning motivation and overall satisfaction with education. At the same time, student satisfaction with the quality of education directly affects their actual level of language proficiency, making its systematic monitoring a necessary condition for improving the educational process.
Aim. To systematize the existing approaches to assessing student satisfaction with the quality of educational services and to present the results of a two-stage monitoring of student satisfaction with foreign language training, conducted at Ural State University of Economics (USUE, Yekaterinburg) in 2025–2026.
Methods. The study employed theoretical methods (analysis, synthesis, and systematization of research findings), as well as empirical methods: pedagogical observation, two-stage online survey using a Likert scale, and statistical processing of the obtained data. The study involved 498 full-time students from six fields of training.
Results. The majority of respondents demonstrated a high level of overall satisfaction with the quality of foreign language training. The highest ratings were given to the competence of teachers and the psychological climate during classroom sessions. Student self-assessment of academic achievements, while more moderate, nevertheless remains at a satisfactory level. The analysis of dissatisfaction factors revealed two key problematic aspects: insufficient contact hours and language group formation without regard to students’ actual language skills at the start of training.
Scientific novelty. New empirical data obtained from a specific non-linguistic university are presented and interpreted. These data do not only record the level of satisfaction among students from different training areas but also reveal factors of dissatisfaction that are not always obvious during standard assessment procedures.
Practical significance. The obtained data can serve as a basis for optimizing the syllabi of the discipline “Foreign Language,” selecting forms and methods of teaching and assessment, as well as for justifying the need for incoming diagnostic testing and subsequent distribution of students into subgroups depending on their level of language proficiency.