This case study explores one Spanish L2 learner’s interactional competence (IC) during a short-term study abroad program that featured service-learning (SL). The goal of the study is to describe the learner’s IC in interactions in the SL context. Data for analysis derive primarily from dialogues between the focal participant and interlocutors from her SL network and are analyzed qualitatively using Young’s (2019) categories of identity, linguistic, and interactional resources. Key findings include: (a) the participant co-constructed identities as an American and a teacher with her interlocutors; (b) use of linguistic resources suggests accommodation to Peninsular Spanish, possibly heightened by increased contact with native speakers in SL; and (c) SL afforded a space where the learner felt confident trying out linguistic and interactional features. Findings describe the participant’s IC and suggest the value of the SL context for meaningful interaction in short-term study abroad programs.
{"title":"L2 interactional competence in a short-term service-learning and study abroad program","authors":"Dale A. Koike, C. Tocaimaza-Hatch","doi":"10.1075/sar.22025.koi","DOIUrl":"https://doi.org/10.1075/sar.22025.koi","url":null,"abstract":"\u0000 This case study explores one Spanish L2 learner’s interactional competence (IC) during a short-term study abroad\u0000 program that featured service-learning (SL). The goal of the study is to describe the learner’s IC in interactions in the SL\u0000 context. Data for analysis derive primarily from dialogues between the focal participant and interlocutors from her SL network and\u0000 are analyzed qualitatively using Young’s (2019) categories of identity, linguistic, and\u0000 interactional resources. Key findings include: (a) the participant co-constructed identities as an American and a teacher with her\u0000 interlocutors; (b) use of linguistic resources suggests accommodation to Peninsular Spanish, possibly heightened by increased\u0000 contact with native speakers in SL; and (c) SL afforded a space where the learner felt confident trying out linguistic and\u0000 interactional features. Findings describe the participant’s IC and suggest the value of the SL context for meaningful interaction\u0000 in short-term study abroad programs.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"142 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focuses on a specific group of sojourners that has thus far remained rather unexplored in the context of study-abroad research, namely, students with extensive prior experiences of living in, traveling to, and/or familial ties with target-language mediated communities. To this end, this study examines data obtained through episodic interviews with three American students, who grew up in close contact with German-speaking communities and studied abroad in Austria for four weeks. By means of thematic analysis, the pre-study abroad sojourn motives and reflections on sense of self, home, and belonging are contrasted with these students’ immediate and delayed post-study abroad accounts. The results shed light on both the challenges young adults grapple with due to their international biographies and the transformative effects students attribute to their short-term sojourns with regard to redefining who they are and what meaning different places of home and heritage have within their individual trajectories.
{"title":"“It’s like I got a new pair of glasses”","authors":"Mareike Müller","doi":"10.1075/sar.22024.mul","DOIUrl":"https://doi.org/10.1075/sar.22024.mul","url":null,"abstract":"\u0000This study focuses on a specific group of sojourners that has thus far remained rather unexplored in the context of study-abroad research, namely, students with extensive prior experiences of living in, traveling to, and/or familial ties with target-language mediated communities. To this end, this study examines data obtained through episodic interviews with three American students, who grew up in close contact with German-speaking communities and studied abroad in Austria for four weeks. By means of thematic analysis, the pre-study abroad sojourn motives and reflections on sense of self, home, and belonging are contrasted with these students’ immediate and delayed post-study abroad accounts. The results shed light on both the challenges young adults grapple with due to their international biographies and the transformative effects students attribute to their short-term sojourns with regard to redefining who they are and what meaning different places of home and heritage have within their individual trajectories.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"26 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Set against a body of research which tends to either overlook ideological differences between Eastern and Western conceptualizations of motivation or which positions Chinese students as ideologically monolithic, this study aims to explore the dynamic interaction between neoliberal and Neo-Confucian paradigms in shaping motivation for English language learning. By incorporating primary concepts from the Neo-Confucian motivational construct and Dörnyei’s (2005) second language (L2) Motivational Self System, this study bridges the gap between Eastern and Western L2 motivational research and investigates how neoliberal/Neo-Confucian ideologies interact to influence Chinese university students’ motivations for learning English. More specifically, it explores how this develops during study abroad in Ireland. It was found that the motivational trajectories of eight participants comprised a complex synthesis of both ideologies during study abroad. Furthermore, their ought-to L2 selves and ideal L2 self imagery underwent dramatic alterations.
{"title":"The complex L2 self","authors":"Jordan Carolan, Anne Marie Devlin","doi":"10.1075/sar.23006.car","DOIUrl":"https://doi.org/10.1075/sar.23006.car","url":null,"abstract":"\u0000 Set against a body of research which tends to either overlook ideological differences between Eastern and Western\u0000 conceptualizations of motivation or which positions Chinese students as ideologically monolithic, this study aims to explore the\u0000 dynamic interaction between neoliberal and Neo-Confucian paradigms in shaping motivation for English language learning. By\u0000 incorporating primary concepts from the Neo-Confucian motivational construct and Dörnyei’s\u0000 (2005) second language (L2) Motivational Self System, this study bridges the gap between Eastern and Western L2\u0000 motivational research and investigates how neoliberal/Neo-Confucian ideologies interact to influence Chinese university students’\u0000 motivations for learning English. More specifically, it explores how this develops during study abroad in Ireland. It was found\u0000 that the motivational trajectories of eight participants comprised a complex synthesis of both ideologies during study abroad.\u0000 Furthermore, their ought-to L2 selves and ideal L2 self imagery underwent dramatic alterations.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sybille Heinzmann, Robert Hilbe, Kristina Ehrsam, Lukas Bleichenbacher
This article presents a comparative study of the oral English proficiency gains of two groups of students, namely mobility students before and during the COVID-19 pandemic (n = 26), who were matched for background variables such as pre-departure oral proficiency, duration of stay, accommodation, and destination. Oral proficiency was measured before and after the stay using the Oral Proficiency Interview by Computer (OPIc). Results indicate that students staying abroad before the outbreak of the pandemic made significant progress while students staying abroad during the pandemic did not. Student comments suggest that this may be related to the measures taken to contain the pandemic, limiting opportunities for social networking and interaction. However, this impression could not be supported by statistical analyses of the self-reported number of social contacts or amount of English language use. The results point to the need for consideration of qualitative aspects of social interactions and language use and a more frequent and situated assessment of these.
{"title":"Oral proficiency gains of study abroad students before and during the COVID-19 pandemic","authors":"Sybille Heinzmann, Robert Hilbe, Kristina Ehrsam, Lukas Bleichenbacher","doi":"10.1075/sar.23004.hei","DOIUrl":"https://doi.org/10.1075/sar.23004.hei","url":null,"abstract":"This article presents a comparative study of the oral English proficiency gains of two groups of students, namely\u0000 mobility students before and during the COVID-19 pandemic (n = 26), who were matched for background variables\u0000 such as pre-departure oral proficiency, duration of stay, accommodation, and destination. Oral proficiency was measured before and\u0000 after the stay using the Oral Proficiency Interview by Computer (OPIc). Results indicate that students staying abroad before the\u0000 outbreak of the pandemic made significant progress while students staying abroad during the pandemic did not. Student comments\u0000 suggest that this may be related to the measures taken to contain the pandemic, limiting opportunities for social networking and\u0000 interaction. However, this impression could not be supported by statistical analyses of the self-reported number of social\u0000 contacts or amount of English language use. The results point to the need for consideration of qualitative aspects of social\u0000 interactions and language use and a more frequent and situated assessment of these.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"84 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140978504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Sasaki, Yuki Higuchi, Makiko Nakamuro, Carsten Roever, Tomoko Yashima
This report presents regression discontinuity design (RDD) as a powerful analytical tool for use in applied linguistics showcased through our study of the impact of Japanese government study-abroad (SA) scholarships. RDD enables the estimation of causal effects in scenarios where a true experiment is not feasible by exploiting a naturally occurring cutoff point for treatment assignment. Because RDD may be novel to most readers in applied linguistics, this report provides a detailed step-by-step explanation of the standard RDD procedures our study exemplifies. The results section is crafted to reflect the conventional presentation style of RDD findings. Furthermore, the report’s concluding segment suggests scenarios within SA-related language learning research that could benefit from RDD application by enhancing the nuanced and precise interpretation of data in applied linguistics contexts.
{"title":"Introducing regression discontinuity design to applied linguistics","authors":"M. Sasaki, Yuki Higuchi, Makiko Nakamuro, Carsten Roever, Tomoko Yashima","doi":"10.1075/sar.21020.sas","DOIUrl":"https://doi.org/10.1075/sar.21020.sas","url":null,"abstract":"\u0000 This report presents regression discontinuity design (RDD) as a powerful analytical tool for use in applied\u0000 linguistics showcased through our study of the impact of Japanese government study-abroad (SA) scholarships. RDD enables the\u0000 estimation of causal effects in scenarios where a true experiment is not feasible by exploiting a naturally occurring cutoff point\u0000 for treatment assignment. Because RDD may be novel to most readers in applied linguistics, this report provides a detailed\u0000 step-by-step explanation of the standard RDD procedures our study exemplifies. The results section is crafted to reflect the\u0000 conventional presentation style of RDD findings. Furthermore, the report’s concluding segment suggests scenarios within SA-related\u0000 language learning research that could benefit from RDD application by enhancing the nuanced and precise interpretation of data in\u0000 applied linguistics contexts.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"119 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the beliefs about English language learning demonstrated by Korean-speaking college students while sojourning in the United States. Adopting a contextual approach to learner beliefs, the study further examined the nature of changes in sojourners’ beliefs and what aspects of study abroad were related to such changes. To this end, the study drew on the participants’ accounts of their second language (L2) experiences in connection with different aspects of study abroad through episodic narrative interviews. A thematic analysis of the interview data suggests that sojourners’ beliefs about language learning are reminiscent of societal ideological structures and school or familial influences. During the sojourn, learner beliefs about L2 learning were reshaped by interactions with co-nationals and members of the host community as micro-level resources situated in the meso-level host program. Sojourners further demonstrated changes in their broad perspectives on what constitutes an in situ form of bilingualism in the sending and host countries.
{"title":"Learners’ beliefs about English language learning","authors":"Hyun-Sook Kang","doi":"10.1075/sar.22008.kan","DOIUrl":"https://doi.org/10.1075/sar.22008.kan","url":null,"abstract":"\u0000 This study explored the beliefs about English language learning demonstrated by Korean-speaking college students\u0000 while sojourning in the United States. Adopting a contextual approach to learner beliefs, the study further examined the nature of\u0000 changes in sojourners’ beliefs and what aspects of study abroad were related to such changes. To this end, the study drew on the\u0000 participants’ accounts of their second language (L2) experiences in connection with different aspects of study abroad through\u0000 episodic narrative interviews. A thematic analysis of the interview data suggests that sojourners’ beliefs about language learning\u0000 are reminiscent of societal ideological structures and school or familial influences. During the sojourn, learner beliefs about L2\u0000 learning were reshaped by interactions with co-nationals and members of the host community as micro-level resources situated in\u0000 the meso-level host program. Sojourners further demonstrated changes in their broad perspectives on what constitutes an in situ\u0000 form of bilingualism in the sending and host countries.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"180 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139789912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paola Guerrero-Rodriguez, Diego Pascual y Cabo, Josh Prada
With a well-established bedrock of literature exploring the benefits of study abroad (SA) in second/foreign/additional language learning contexts (e.g., Anderson et al., 2006; Smith & Mitry, 2008; Williams, 2005), Spanish as a heritage language scholars have only recently begun to explore SA settings (e.g., Pozzi et al., 2021; Quan et al., 2018; Shively, 2018). This short-term longitudinal multiple case study examines the experiences of four Mexican American college students during a SA program in Mexico, their heritage country, and their interplay with their evolving identities. We draw from social identity theory concepts and tools (e.g., Bucholtz & Hall, 2005; Hogg & Abrams, 1988) to compare the students’ individual expectations, experiences, and outcomes of participating in the program. Data were collected using personal reflections and individual interviews at three stages (prior to, during, and after completing the program). Results reveal general positive experiences at the superficial level, with changes in each individual’s ethnic identification, supporting the need to further examine individual differences in future SA research. Finally, drawing from these findings, we make recommendations to prepare students, host families, and instructors to engage practices that will aid in SA program success.
已有大量文献探讨了出国留学（SA）在第二语言/外语/附加语言学习环境中的益处（例如，Anderson 等人，2006；Smith & Mitry，2008；Williams，2005），而西班牙语作为遗产语言的学者们最近才开始探索出国留学的环境（例如，Pozzi 等人，2021；Quan 等人，2018；Shively，2018）。这项短期纵向多案例研究考察了四名墨西哥裔美国大学生在其祖籍国墨西哥参加 SA 项目期间的经历，以及这些经历与他们不断发展的身份之间的相互作用。我们借鉴了社会认同理论的概念和工具（例如，Bucholtz & Hall, 2005; Hogg & Abrams, 1988），比较了学生们参加该项目时的个人期望、经历和结果。数据收集采用个人反思和个别访谈的方式，分三个阶段进行（完成计划之前、期间和之后）。结果表明，从表面上看，每个人都有积极的体验，同时每个人的种族认同也发生了变化，这也支持了在未来的 SA 研究中进一步考察个体差异的必要性。最后，根据这些研究结果，我们提出了一些建议，帮助学生、寄宿家庭和指导教师做好准备，参与到有助于SA项目成功的实践中去。
{"title":"When heritage speakers study in their heritage countries","authors":"Paola Guerrero-Rodriguez, Diego Pascual y Cabo, Josh Prada","doi":"10.1075/sar.22012.gue","DOIUrl":"https://doi.org/10.1075/sar.22012.gue","url":null,"abstract":"\u0000 With a well-established bedrock of literature exploring the benefits of study abroad (SA) in\u0000 second/foreign/additional language learning contexts (e.g., Anderson et al., 2006;\u0000 Smith & Mitry, 2008; Williams,\u0000 2005), Spanish as a heritage language scholars have only recently begun to explore SA settings (e.g., Pozzi et al., 2021; Quan et al., 2018; Shively, 2018). This short-term longitudinal multiple case study examines the experiences of four\u0000 Mexican American college students during a SA program in Mexico, their heritage country, and their interplay with their evolving\u0000 identities. We draw from social identity theory concepts and tools (e.g., Bucholtz & Hall,\u0000 2005; Hogg & Abrams, 1988) to compare the students’ individual\u0000 expectations, experiences, and outcomes of participating in the program. Data were collected using personal reflections and\u0000 individual interviews at three stages (prior to, during, and after completing the program). Results reveal general positive\u0000 experiences at the superficial level, with changes in each individual’s ethnic identification, supporting the need to further\u0000 examine individual differences in future SA research. Finally, drawing from these findings, we make recommendations to prepare\u0000 students, host families, and instructors to engage practices that will aid in SA program success.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139790007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paola Guerrero-Rodriguez, Diego Pascual y Cabo, Josh Prada
With a well-established bedrock of literature exploring the benefits of study abroad (SA) in second/foreign/additional language learning contexts (e.g., Anderson et al., 2006; Smith & Mitry, 2008; Williams, 2005), Spanish as a heritage language scholars have only recently begun to explore SA settings (e.g., Pozzi et al., 2021; Quan et al., 2018; Shively, 2018). This short-term longitudinal multiple case study examines the experiences of four Mexican American college students during a SA program in Mexico, their heritage country, and their interplay with their evolving identities. We draw from social identity theory concepts and tools (e.g., Bucholtz & Hall, 2005; Hogg & Abrams, 1988) to compare the students’ individual expectations, experiences, and outcomes of participating in the program. Data were collected using personal reflections and individual interviews at three stages (prior to, during, and after completing the program). Results reveal general positive experiences at the superficial level, with changes in each individual’s ethnic identification, supporting the need to further examine individual differences in future SA research. Finally, drawing from these findings, we make recommendations to prepare students, host families, and instructors to engage practices that will aid in SA program success.
已有大量文献探讨了出国留学（SA）在第二语言/外语/附加语言学习环境中的益处（例如，Anderson 等人，2006；Smith & Mitry，2008；Williams，2005），而西班牙语作为遗产语言的学者们最近才开始探索出国留学的环境（例如，Pozzi 等人，2021；Quan 等人，2018；Shively，2018）。这项短期纵向多案例研究考察了四名墨西哥裔美国大学生在其祖籍国墨西哥参加 SA 项目期间的经历，以及这些经历与他们不断发展的身份之间的相互作用。我们借鉴了社会认同理论的概念和工具（例如，Bucholtz & Hall, 2005; Hogg & Abrams, 1988），比较了学生们参加该项目时的个人期望、经历和结果。数据收集采用个人反思和个别访谈的方式，分三个阶段进行（完成计划之前、期间和之后）。结果表明，从表面上看，每个人都有积极的体验，同时每个人的种族认同也发生了变化，这也支持了在未来的 SA 研究中进一步考察个体差异的必要性。最后，根据这些研究结果，我们提出了一些建议，帮助学生、寄宿家庭和指导教师做好准备，参与到有助于SA项目成功的实践中去。
{"title":"When heritage speakers study in their heritage countries","authors":"Paola Guerrero-Rodriguez, Diego Pascual y Cabo, Josh Prada","doi":"10.1075/sar.22012.gue","DOIUrl":"https://doi.org/10.1075/sar.22012.gue","url":null,"abstract":"\u0000 With a well-established bedrock of literature exploring the benefits of study abroad (SA) in\u0000 second/foreign/additional language learning contexts (e.g., Anderson et al., 2006;\u0000 Smith & Mitry, 2008; Williams,\u0000 2005), Spanish as a heritage language scholars have only recently begun to explore SA settings (e.g., Pozzi et al., 2021; Quan et al., 2018; Shively, 2018). This short-term longitudinal multiple case study examines the experiences of four\u0000 Mexican American college students during a SA program in Mexico, their heritage country, and their interplay with their evolving\u0000 identities. We draw from social identity theory concepts and tools (e.g., Bucholtz & Hall,\u0000 2005; Hogg & Abrams, 1988) to compare the students’ individual\u0000 expectations, experiences, and outcomes of participating in the program. Data were collected using personal reflections and\u0000 individual interviews at three stages (prior to, during, and after completing the program). Results reveal general positive\u0000 experiences at the superficial level, with changes in each individual’s ethnic identification, supporting the need to further\u0000 examine individual differences in future SA research. Finally, drawing from these findings, we make recommendations to prepare\u0000 students, host families, and instructors to engage practices that will aid in SA program success.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139849958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This longitudinal mixed methods study followed 16 U.S.-affiliated learners of French in Paris. After merging monthly social network and weekly smartphone usage reports, K-means clusters analysis revealed significant differences between (1) learners displaying attachment to versus detachment from their friends and family at home, and (2) smartphone usage profiles – spectators versus communicators and explorers. Triangulation with pre-/during-/post-study abroad in-depth interviews allowed identification of what was most instrumental for participants’ interactions in the target language and intercultural gains: geolocation applications on their phones and living with host families. The electronic umbilical cord hypothesized to exist for those displaying attachment was in fact not a detrimental force – quite the opposite. Instead, the way participants had (detrimentally) taken their home with them to Paris was by being visited by friends and family, by often interacting with U.S. students on site, and by frequently consuming English-speaking audiovisual content on their phones.
{"title":"Do students carry their home in their pocket?","authors":"Aurore Mroz","doi":"10.1075/sar.22018.mro","DOIUrl":"https://doi.org/10.1075/sar.22018.mro","url":null,"abstract":"\u0000 This longitudinal mixed methods study followed 16 U.S.-affiliated learners of French in Paris. After merging\u0000 monthly social network and weekly smartphone usage reports, K-means clusters analysis revealed significant differences between (1)\u0000 learners displaying attachment to versus detachment from their friends and family at home, and (2) smartphone usage profiles –\u0000 spectators versus communicators and explorers. Triangulation with pre-/during-/post-study abroad in-depth interviews allowed\u0000 identification of what was most instrumental for participants’ interactions in the target language and intercultural gains:\u0000 geolocation applications on their phones and living with host families. The electronic umbilical cord hypothesized to exist for\u0000 those displaying attachment was in fact not a detrimental force – quite the opposite. Instead, the way participants had\u0000 (detrimentally) taken their home with them to Paris was by being visited by friends and family, by often interacting with U.S.\u0000 students on site, and by frequently consuming English-speaking audiovisual content on their phones.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" 90","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study provides greater understanding of the student characteristics and practices that affect the success of a study abroad experience as evidenced by students’ adjustment. Two personal characteristics of students, grit and cultural intelligence (CQ), and one learning behavior, reflective thinking, were investigated. The study was conducted among undergraduate students from the United States participating in study abroad semester programs with 309 matched/completed surveys returned. Results show that grit, entailing consistency of interest and perseverance of effort, has a positive effect on student adjustment when abroad. Also, three of the four dimensions of CQ (metacognitive, cognitive, and motivational) positively influenced study abroad; however, behavioral CQ did not have a significant effect. Furthermore, this study demonstrates that reflection and critical reflection have a positive impact on students’ adjustment when abroad. These results can inform the design of study abroad orientation programs to better facilitate cultural adjustment.
{"title":"Adjust or crumble while studying abroad","authors":"J. K. Harrison, Holly Brower, Nelson C. Brunsting","doi":"10.1075/sar.22006.har","DOIUrl":"https://doi.org/10.1075/sar.22006.har","url":null,"abstract":"\u0000This study provides greater understanding of the student characteristics and practices that affect the success of a study abroad experience as evidenced by students’ adjustment. Two personal characteristics of students, grit and cultural intelligence (CQ), and one learning behavior, reflective thinking, were investigated. The study was conducted among undergraduate students from the United States participating in study abroad semester programs with 309 matched/completed surveys returned. Results show that grit, entailing consistency of interest and perseverance of effort, has a positive effect on student adjustment when abroad. Also, three of the four dimensions of CQ (metacognitive, cognitive, and motivational) positively influenced study abroad; however, behavioral CQ did not have a significant effect. Furthermore, this study demonstrates that reflection and critical reflection have a positive impact on students’ adjustment when abroad. These results can inform the design of study abroad orientation programs to better facilitate cultural adjustment.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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