Milli mála - 2023, Side 116

MILLI MÁLA
116 Milli mála 15/2/2023
4. The study
In order to analyze self-reported Icelandic proficiency and satisfaction
with Icelandic courses among immigrants in Iceland, as well as fac-
tors influencing these two variables, we analyzed survey data col-
lected among adult immigrants in Iceland. In the following chapter
we describe our data collection and data analysis.
4.1. Data Collection
The research presented in the following section drew on data derived
from a large-scale survey conducted in autumn 2018 among adult
immigrants in Iceland. This survey was carried out in the form of an
online survey implemented by the Research Center of the University
of Akureyri (RHA) using the software SoGoSurvey. The survey was
available in Icelandic, English, Polish, Lithuanian, Latvian, Arabic,
Russian, and Thai. The translation office Skjal provided some of the
translations, and native speakers on the research team provided fur-
ther translations. The questionnaire contained 39 questions covering
socio-demographic information, social aspects, economic factors,
language, and information about participants’ migration experiences
and intentions. Snowball sampling was used, and lifelong learning
centers and language schools played a key role in starting the snow-
ball. The following lifelong learning centers and language schools
were involved in the data collection: Austurbrú, Fræðslumiðstöð
Vestfjarða, Fræðlunetið – Símenntun á Suðurlandi, Fullorðinsfræðlan-
IceSchool, Miðstöð Símenntunar á Suðurnesjum, Mímir, Múltíkúltí,
Námsflokkar Hafnarfjarðar, Retor Fræðsla, Símenntunarmiðstöð
Eyjafjarðar – SÍMEY, Símenntun á Vesturlandi, Dósaverksmiðjan –
The Tin Can Factory and Viska Símenntunarmiðstöð Vestmannaeyja.
Based on the response in the first two weeks of the data collection, it
can be estimated that about a quarter of respondents received infor-
mation about this study through lifelong learning centers. In addi-
tion to lifelong learning centers and language schools, we followed a
second path of recruitment through organizations and individuals. In
this second phase, the survey was distributed on social media plat-
forms (e.g., Facebook) and in certain regions of Iceland through assis-
PREDICTORS OF SATISFACTION / DISSATISFACTION WITH ICELANDIC LANGUAGE
COURSE AND ICELANDIC PROFICIENCY AMONG ADULT IMMIGRANTS IN ICELAND
10.33112/millimala.15.2.5