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Both student and teacher mobility are important aspects of education within the Bologna Process. Overcoming the language barrier, in other words, linguistic competence, is a precondition for the students to be able to follow, and, for the teachers, to be able to provide instruction in a foreign language, wherein English is the most likely medium of instruction. A survey was conducted among the first-year students enrolled in the study according to the concept of Bologna Declaration to determine their willingness for instruction in English, whereas the teachers' readiness is reflected through courses to be offered in English.
In this paper, we report the results of the survey concerning the respondent profile, their assessment of instruction within the English language course, using other ways of learning and acquiring knowledge and self-assessment of their active and passive command of English.
The results of the students' self-assessment of motivation for learning English and its relevance for their future profession are presented as well, along with students' interest for other courses to be delivered in English.