Article
Study abroad for global engagement: The long-term impact of mobility experiences
Intercultural Education 01/2009; 20(sup1):S29-S44. DOI: 10.1080/14675980903370847
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Available from: Jae-Eun Jon, May 15, 2014 Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.
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- "New scientific and cultural perspectives derived from educational travel change the minds of future generations, and a majority of authors agree on its benefits (Delgado-Márquez et al. 2013; Hale et al. 2013; Paige et al. 2009). Topics covered in the literature on the causes and effects of educational travel as part of an internationalization strategy include pedagogical benefits, intercultural competence, chances and challenges, funding or administrative barriers, and examples of best practices. "
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- "Generally, it appears that SA has a significant effect on communicative outcomes, while grammar and writing are less easily influenced (Tanaka & Ellis, 2003 ). SA has also long-term impact on global engagement and on subsequent educational and career choices (Paige, Fry, Stallman, Jon, & Josic, 2009). While less research has been carried out on short SA (typically around one month), the results have pointed in the same direction (Anderson, Lawton & Hubbard 2006). "
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ABSTRACT: The study reported in this chapter focuses on the effect that a 2 to 4 week pre-sessional course at Aix-Marseille University had on Foreign Language Anxiety (FLA) and Willingness to Communicate (WTC) in the French as a foreign language of 93 learners of European and Asian origin, who ranged from beginners to intermediate learners. They were tested at the start and at the end of the course. Results showed a significant decrease in levels of FLA and a significant increase inWTC. Length of stay had no effect on FLA, but was positively linked to difference in WTC. Level of proficiency had no effect on difference in FLA but had a positive effect on difference in WTC, with lower-intermediate learners showing the biggest increase in WTC. Students’ cultural background had a significant effect on FLA and WTC at Time 1, with the Asian group reporting more FLA and less WTC. -
- "Indeed, most studies point out the large potential that during the participation in an exchange programme, different aspects of intercultural sensitivity and cultural empathy can develop, prejudices can be broken down, and fears to engage with foreign cultures can be reduced (for an overview see Perry & Southwell, 2011; Pettigrew, 2004; Pettigrew, Tropp, Wagner, & Christ, 2011). However, some empirical evidence suggests that not all students benefit to the same degree in this regard and that the fact of being in a foreign context does not automatically lead to a beneficial development (Anderson, Lawton, Rexeisen, & Hubbard, 2006; Hammer, 2005; Jackson, 2009; Stronkhorst, 2005; Sutton & Rubin, 2010; Vande Berg, 2009; Vande Berg, Connor-Linton, & Paige, 2009; Williams, 2005). "
