Language tourism is defined as a study abroad experience that includes activities that increase and enhance the language learning process and include culturally oriented activities (Bergin 1992, retrieved from Gómez et al. 2018). Therefore, it is possible to describe educational tourism as the type of tourism where learning a foreign language or developing one’s foreign language skills is the primary or secondary motive of the trip (Iglesias 2016). Moreover, researchers suggest several motives for travelling for language learning, among them: educational, cultural, and ancestral. First, travelling for educational purposes to learn a foreign language has been defined as the primary motivation for travel (Noonan–Rizzo 2017). Many study programs can be found in more than one language; however, most programs, such as Erasmus, Erasmus+, and Stipendium, are in English. English is the most widely studied language, and because it is considered an international language, international students are more motivated to travel abroad to enhance their English. The second motivation for travel is to understand the culture of a foreign destination. Van’t Klooster et al. (2008) highlighted the importance of educational travel programs in increasing cross-cultural competencies and enhancing levels of international understanding by interacting with the locals of the destination, communicating with them, and opening up to their traditions, culture, and their language. The third motivation is the interest in learning the language of an ancestral homeland. Language reflects and represents a person’s identity, where individuals travel abroad to pursue their cultural heritage and to learn the language of their ancestors and parents (Drozdzewski 2011). There is no question that languages should be regarded as significant factors that promote and motivate the mobility of students (Knight–Madden 2010). Students need to understand and use the host country’s language to excel personally and professionally, at least at a rudimentary level.