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The article describes a study conducted in 2009 to evaluate student satisfaction with immersion and language courses at a bilingual university in Canada. The immersion format courses follow the adjunct format with accompanying language support courses offered at two levels. The lower level focuses on reading and listening skills while the higher level targets speaking and writing. Researchers report on 2009 data from a 60-item Likert-scale questionnaire, comparing how students at both levels and in different disciplines perceive their language courses in general and their view of the effectiveness of classroom activities for facilitating discipline study and for improving their second language competence. These recent data are then compared with those from an earlier study based on the same questionnaire. Despite general satisfaction with their language courses, significant differences between levels on their rating of some classroom activities are revealed. Issues arising from the data will be discussed along with suggestions for improving written production.

Trois ans plus tard : comment les étudiants évaluent-ils le Régime d’immersion en français de l’Université d’Ottawa?