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Learner beliefs for successful study abroad experience: A case study
... 18 Therefore, teaching Arabic to non-Muslims is like teaching them Arabic culture through the language aspect as a means of communication which can then be developed into a broad understanding of culture. 18,20 When non-Muslim students can understand Arabic fluently, then they already have the important capital to understand the Islamic values so that they have a basis in actualizing Wasathiyah Islam properly. ...
... 21 In this condition, Arabic could be considered the object to blame because it is considered a difficult, boring, lagging, and monotonous lesson in comparison to other languages. 20 In fact, there are no significant difficulties in learning Arabic as long as students and teachers are willing to dig deeper into information, innovate, and maximize the function of technology as a learning medium. 22 Today, technology has also been used by some people to campaign for words using Arabic complete with translations to make it easier for everyone to understand the sentence, 23 such as qul al-haq walau kana murran (say the truth even though it is bitter). ...
... Our study revealed that Arabic in Indonesia is not a favourite subject because it is difficult and backward to learn, not cool, or that even some people are still embarrassed to use Arabic because of environmental limitations. 20 Of the 66% of respondents who have an interest in learning Arabic, they consider Arabic to be a global communication tool and can help them understand Arabiclanguage Islamic treasures. From the results of interviews with non-Muslim respondents, they admitted that they are interested in Arabic because Arabic is a unique language, and some of them are curious to reveal the contents of classic books written in Arabic (Question 3). ...
Background: The majority of Indonesians believe and act as if the only people who can learn and be taught Arabic are Muslims. This fact goes against the basic idea that language is a way to communicate. So, the goal of this study is to find out what opportunities and plans there are for non-Muslims in Indonesia to learn Arabic. The goal of this study is to get language back to its basic function of being a way to communicate. It can also be the basis for putting Wasathiyah Islam into practise in Indonesia.
Methods: This study was carried out in accordance with the official guidelines for research ethics established by the Ministry of Higher Education Research in the Republic of Indonesia. Between June 11 and August 30, 2022, the research was done. The research was carried out with two approaches, namely quantitative first and followed by qualitative. After collecting and analysing data for a study, researchers submit their findings to reviewers appointed by Indonesia's Ministry of Research and Technology.
Results: A total of 64 participants were surveyed, and based on their responses, the following was determined; Researchers conduct interviews directly with informants who are considered to have the ability to provide information related to research themes. Therefore, researchers conducted interviews with 24. First, non-Muslims in Indonesia should study Arabic since language is a communication instrument. This includes religion, ethnicity, and race not limiting language acquisition. Second, teaching non-Muslims Arabic in Indonesia will help to implement Wasathiyah Islam there. Non-Indonesian Muslims who know Arabic will be more tolerant. Third, because Arabic is a communication tool, there is no big challenge for non-Muslims to learn Arabic.
Conclusion: However, in terms of obstacles, of course, there are many big obstacles, namely the unsupportive Arabic learning.
... Accordingly, students have some predictions and expectations regarding the competencies and skills they will have at the end of studying abroad (Güvendir, 2017;Surtees, 2016). Therefore, more research is needed on the impact of pre-existing beliefs and expectations of students on their study abroad experiences (Zaykovskaya, Rawal, & De Costa, 2017). This study aimed to develop a valid and reliable measurement tool that can be used to measure the projected self-efficacy beliefs and expectations of the students who intend to attend a language course abroad. ...
... Yurt dışında yabancı dil eğitimi ve öğrenci başarısı üzerine yapılan araştırmalar, yurt dışında bulunmanın her birey için dilsel gelişim anlamında faydalı olmadığını göstermelerine rağmen, birçok öğrencinin yabancı dili öğrenmenin en iyi yollardan birinin yurt dışında eğitim görmek olduğuna inandığı yaygın olarak bilinen bir gerçektir. Öğrencilerin yabancı dil öğrenimine ilişkin geliştirdiği inançlar ve beklentiler, yabancı dil öğrenme sürecinde önemli bir rol oynamaktadır (Zaykovskaya, Rawal, & De Costa, 2017). Surtees (2016), bu inançları dil ideolojileri çerçevesinde ele alarak, bireyin ötesinde tarihsel ve sosyal açıdan bu inançların ortaya çıkmasındaki bazı rollerin incelenmesi gerektiğine dikkat çekmektedir. ...
... Bu doğrultuda öğrenciler yurt dışında bulunmanın sonunda sahip olacakları yetkinliklerle ve becerilerle ilgili bazı tahminlere ve beklentilere sahiptirler (Güvendir, 2017;Surtees, 2016). Dolayısıyla, yabancı dil öğrencilerinin yurt dışı eğitimi konusunda başarılı olmalarını sağlayan faktörlerin araştırılması ve yurt dışında dil eğitimi üzerine yapılacak araştırmaları geliştirmek adına öğrencilerde önceden var olan inançların ve beklentilerin etkisi üzerine daha fazla araştırma yapılması gerekmektedir (Zaykovskaya et al., 2017). Özellikle Türkiye'de yurt dışı dil eğitimi bağlamında öğrencilerin öz-yeterlik beklentileriyle ilgili çok az çalışma olduğu ve araştırmalarda kullanılacak geçerli ve güvenilir bir ölçme aracının olmadığı görülmektedir. ...
The aim of this study is to develop a data collection tool that will measure students' self-efficacy beliefs and expectations regarding the competencies they can achieve at the end of their language education abroad. The participants of the study include 607 university students. Data were collected during the 2018-2019 academic year. Exploratory and confirmatory factor analyses were applied to reveal the factor structure of the scale. As a result of the exploratory factor analysis, a four-factor structure consisting of 24 items with eigenvalues greater than 1 emerged. These four factors explained 61.48% of the total variance. Factor load values of items varied between .50 and .79. Confirmatory factor analysis was performed on a second study group to confirm the four-factor structure obtained from the exploratory factor analysis. The fit indices that were examined in order to display the adequacy of the model indicated a good fit. The findings obtained from this study reveal that the Study Abroad and L2 Self-Efficacy Beliefs Scale is a valid and reliable measurement tool that can be used to measure the projected self-efficacy beliefs and expectations of students who intend to attend a language course abroad.
... Learner beliefs are defined as 'student opinions on a variety of issues and controversies related to language learning' (Horwitz, 1988, p. 284). They are an essential constituent of language learning as they govern how learners approach the target language (TL), the community where it is used and the process of language learning itself (Zaykovskaya, Rawal and De Costa, 2017). Learner beliefs affect learners' actions, in particular, choice of learning strategies and their emotional states such as confidence and anxiety (Ellis, 1994). ...
... Learner beliefs affect learners' actions, in particular, choice of learning strategies and their emotional states such as confidence and anxiety (Ellis, 1994). While the earlier studies on learner beliefs proposed that beliefs be considered as fixed perceptual considerations of learners, further studies increasingly started to approach learner beliefs as complex and multidimensional, and dynamic (Amuzie and Winke, 2009;Tanaka and Ellis, 2003;Wesely, 2012) due to their dynamic contextual representations (Zaykovskaya, Rawal and De Costa, 2017). Despite these contrasting opinions on the nature of learner beliefs, learner beliefs contribute to the SA experience process, as learner beliefs about language learning are related to learners' SA expectations, attachment, achievement and satisfaction (Kaypak and Ortactepe, 2014). ...
... In a case study of two Korean ESL learners, Yang and Kim (2011) found that their two learners' beliefs evolved continuously in line with their experiences abroad and their L2 goals. Zaykovskaya, Rawal and De Costa (2017) stressed that although several earlier studies examined the transformation of learner beliefs with regard to the SA experience, notably absent is an examination of the influence of the pre-existing system of learner beliefs on an SA experience. On the basis of this absence in the field, they explored the beliefs of an American college learner of Russian and how these beliefs shaped his SA experience. ...
This study presents a quantitative study of Turkish students’ reception of marketing material on a range of SA websites in relation to changes in the participants’ self-efficacy beliefs. The findings highlight the influence of such marketing materials in impacting on the participants’ beliefs, especially in relation to their speaking and listening skills, but also in relation to reading and writing skills, with increased self-efficacy scores emerging in the participants’ responses on a self-efficacy questionnaire.
... However, the narratives of other students did not contain evidence of such huge cultural differences -although they noticed and reported quite a few differences between life in the country of their residence and life in Poland, they were never confronted with inappropriate behaviors of people from other cultures which would violate their comfort zones. This corroborates previous studies (Czura, 2017;Zaykovskaya, Rawal, & De Costa, 2017). ...
... Narratives of quite a few students demonstrated that contact with peers from other cultures prompted them to develop a range of strategies helpful in crosscultural situations, which mirrors the results of other research (e.g., Czerwionka et al., 2015;Fang & Baker, 2017;Mitchell, 2012;Zaykovskaya et al., 2017). For example, one female informant said she realized that "dialog is the key to understand another individual and solve any problems in cross-cultural encounters" (S12). ...
... This study, like previous research (e.g., Czerwionka et al., 2015;Elola & Oskoz, 2008;Fang & Baker, 2017;Mitchell, 2012;Zaykovskaya et al., 2017), found that all the students reported changes in both attitudes, views and behavior, which supports the developmental and context-based nature of ICC (Bennett, 1993;Ting-Toomey, 1999). However, the extent of changes is not even, with some students reporting deeper transformation than others. ...
This paper presents qualitative research examining to what extent sojourns abroad engage their participants in intercultural interactions and whether or not such experience translates into students’ intercultural growth. The results of the study demonstrated that studying abroad did not provide students with ample opportunities to immerse into the local community and fully discover a new cultural environment. However, students surrounded by local and their fellow international students met foreign cultures, which motivated them to explore and interpret the encountered diversity, and thus equipped them with knowledge about foreign cultures, sensitizing them to cultural diversity. Sometimes such contacts challenged students’ preconceived judgments and stereotypes of specific cultural groups, their ways of thinking, valuing and acting, and resulted, to a lesser or greater extent, in rethinking these, leading to changing attitudes and values. International experiences also stimulated students to self-analyze their own cultural identity, and thereby contributed to their growth in self-awareness in this respect. By offering opportunities for experiencing cultural differences and prompting students to develop coping strategies and to make references to the home culture, the sojourn is thus of significant importance for tertiary students, allowing for fostering their intercultural development to a certain degree.
... In particular, the learner belief of self-efficacy and the perceived value of English learning operates in all phases of self-regulation, including performance, self-selection and forethought. As pointed out by Zaykovskaya et al. [72], learner beliefs were commonly regarded as a critical component in foreign language learning because they largely determined how learners perceive the English language, the English-speaking community and the process of English learning. This also applied to Chinese EFL learners. ...
... To be specific, online English learner beliefs positively predicted self-regulation, learning anxiety negatively predicted selfregulation, and learning motivation was a mediator in these links. These results are consistent with previous findings on the relationships among learner beliefs, anxiety, motivation and self-regulation [28,32,43,72,78,81]. As such, positive learner beliefs, less learning anxiety and greater learning motivation are beneficial to Chinese EFL learners' online self-regulated English learning at tertiary level. ...
Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners’ continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting structural equation modeling analysis to examine their relations. To fulfill the research purpose, we adopted the previous questionnaires with sufficient reliability as instruments to evaluate students’ online English learner beliefs, learning anxiety, learning motivation and online self-regulated English learning. The valid responses collected from 425 Chinese undergraduate university students enrolled in an online academic English writing course provided the data source. The results indicated that learner beliefs positively predicted, while learning anxiety negatively predicted, online self-regulated English learning. Online English learning motivation was a mediator in these associations. The findings suggested that stronger learner beliefs of self-efficacy and perceived value of English learning promoted learning motivation and self-regulation. In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners’ motivation and their online self-regulated English learning.
... One category of beliefs emerging from the reviewed literature relates to the L2 and its speakers. Zaykovskaya et al. (2017) found that a L2 learner's pre-existing beliefs had a positive effect on their SA experiences as well as on their L2 learning motivation. Although their study focused on a L2 learner of Russian, according to research on beliefs in instructed L2 learning contexts (see, Kalaja et al., 2015), we can assume that a similar relationship exists in the case of L2 learners of English during SA. ...
The aim of our paper is to provide a critical synthesis of research on extracurricular language use both in the home environment and in study abroad contexts, with the goal of outlining possible future research directions within Hungarian contexts. To achieve this aim, we first present a critical review of studies pertaining to out-of-class language learning and use in both home and study abroad contexts, concentrating on the various individual difference variables included in earlier studies. In the final section of our article, we provide new research directions for various Hungarian contexts, taking into account the individual variables covered in the analysis.
... Varela (2017) found that SA may lead to positive cognitive and affective gains, which is one of the main focuses of the study. Several studies have shown that SA increased interest in intercultural sensitivity (Anderson et al., 2006;Yashima & Zenuk-Nishide, 2008) and positively influenced attitudes towards the target language and community and linguistic gains (Paris et al., 2014;Streitwieser & Light, 2018;Watson & Wolfel, 2015;Zaykovskaya et al., 2017). Hanada (2019) and Nowlan (2020) also noted that environment and study programs play significant roles in intercultural competence. ...
In second/foreign language learning, motivation, anxiety, and attitude play a role. Dörnyei (2001) pointed out that the classroom is such a complex place that a single motivational principle cannot explain what happens within because motivation is a complex, composite entity with distinct and state-like context-specific components. Additionally, anxiety and attitude are complex constructs, and despite the differences in research methods used and the conceptualization of various motivational configurations, the general view among these studies is to treat motivation, anxiety, and attitude as dependent constructs characterized by multiple guiding variables Current approaches have also called for integration between these constructs and language learning situations in the FL classroom. These multi-variable approaches help this research explores motivation, anxiety, and attitude in 280 international students in Hungary taking courses in L2 Hungarian with a 34-item questionnaire. As expected, motivation, anxiety, and attitude are strongly related, and the self-guides emerge as strong predictors of motivated behavior and attitudes and have a negative correlation with language anxiety. Anxiety integrates with self-confidence, and language proficiency has the highest correlation with attitude. Finally, the attitude toward the course correlates highly with the attitude toward the community. Learners who report high ideal selves are thus most likely linguistically self-confident and exhibit a motivated behavior that encourages them to be exposed to Hungarian outside their classrooms and to have a positive attitude toward the community, the Hungarian language, and their teachers.
... The linguistic and cultural nature of SA learning process makes culture one of the most examined factors in this research domain. Among American-based research, pre-existing understanding about the target language community/culture (Zaykovskaya, Rawal & De Costa, 2017), pre-program levels of cultural sensitivity (Martinsen, 2010), and acculturation in sojourn (Spenader, 2011) have been identified as positive contributors to students' improvement in language proficiency. Furthermore, data indicates that the access to social interaction and the cultivation of cultural awareness in SA improve participants' intercultural communicative competence (Shiri, 2015). ...
Abstract: Language teaching methods are manifold and controversial and range from grammar-translation to the action-oriented approach. In
recent years, French as a Second Language (FSL) teaching in Ontario has adopted the Common Framework of Reference for Languages (CEFR)
(COE, 2001) as the model for French teaching and learning. The CEFR has a pluralistic approach to language learning, which encompasses the
development of the learner’s linguistic and cultural competences. This framework was used to design the 2013 and 2014 Ontario FSL curricula
hoping it would increase students’ satisfaction, proficiency, and retention in French courses beyond Grande 9. However, although the CEFR views
intercultural competence (IC) as an essential component of language learning, most of the Ontario Ministry of Education’s (OME) websites and
documents promoting FSL teaching, focus mainly on developing the learner’s communicative skills, through the action-oriented approach (AOA).
In the 21st century, globalization has connected people from different cultural and language backgrounds, which has led language education to
focus not only on communication, but also on cultural understanding and acceptance; therefore, FSL teaching should represent such a reality. This
paper will comment on why FSL education in Ontario should promote the CEFR holistically, to promote global citizenship (GC) and fulfil the
needs of language learners in the 21st century.
Keywords: #French as a Second language; #Language teaching methods; #Global citizenship; #Ontario, #Action Oriented Approach
... Students" views and impressions of a foreign language community may significantly influence their language acquisition and motivation. By including foreign language communities in its National Standards for Foreign Language Learning, the American Council on the Teaching of Foreign Languages has recognized the relevance of foreign language communities (Zaykovskaya et al., 2017). Trentman (2017) discovered that the community standard has been the most important personal goal for language learning. ...
... Students" views and impressions of a foreign language community may significantly influence their language acquisition and motivation. By including foreign language communities in its National Standards for Foreign Language Learning, the American Council on the Teaching of Foreign Languages has recognized the relevance of foreign language communities (Zaykovskaya et al., 2017). Trentman (2017) discovered that the community standard has been the most important personal goal for language learning. ...
The objective of this research is to examine the opinions and motivations of
multinational students with regard to learning Arabic as a second language.
The study tries to examine students’ opinions towards learning second
language in general, and Arabic in particular. The study also aims to
investigate motivational attitudes of students in learning Arabic as a second
language. Moreover, the study seeks to highlights students’ motivation
towards studying abroad in Saudi Arabia in particular. In order to collect
data from participants, the survey has been used. The results show that
participants of this study have high levels of enthusiasm and positive
attitudes towards foreign languages, and they have highly positive attitudes
towards the Arabic language. As for motivation, participants were
effectively motivated to learn Arabic for many reasons, such as learning
Islam and make friendships with Arabs.
Keywords: Motivation, Arabic language, second language, Arabic as a
second language, learning language
... His strategies undeniably required emotional engagement, significant awareness, a substantial amount of time, and patience. Like a SA student in Zaykovskaya et al. (2017), Wei's prior beliefs about the benefit of immersion settings as well as "time commitment" and "extensive practice" (p. 118) were strengthened and consequently impacted his social identity as a college student. ...
Although second language emotion literature has emphasized the need to make emotionally difficult experiences transformative, the emotional realities of study abroad have remained almost in private narratives. By situating emotionality as one of the essential factors influencing students' socialization process (Duff, 2019) within a broader frame of study abroad, this case study traces a Chinese student's experience in a US university to see how emotionality maps onto his socialization process. To examine his poetic, linguistic, and academic identity, multiple sources of data were collected for three semesters: an interview, writing samples including autobiographical poems, and observation. The findings suggest that his affective stance shaped his engagement with English and multiple communities because it was intertwined with his investment within academic and non-academic venues. His stories illustrate how reframing his emotional struggles as investment allowed him to reinforce or negotiate his beliefs, learning strategies, and writer identity, thus revealing the nuanced ways in which his socially and emotionally mediated agency forged his multilingual identity. The study highlights the mediating role of reflection on emotionally charged experiences to lay a foundation for meaningful participation in new communities.
... (Anderson, Lawton, Rexeisen, & Hubbard, 2006;Yashima & Zenuk-Nishide, 2008). SA experiences have also been found to have positive effects on attitudes towards the target culture and target population, which in turn affected socialization and linguistic gains (Paris, Nyaupane, & Teye, 2014;Streitwieser & Light, 2018;Watson & Wolfel, 2015;Zaykovskaya, Rawal, & De Costa, 2017). It has also been noted that the environment, program type, and predeparture orientations played significant roles in the development of intercultural competence (Hanada, 2019;Nowlan, 2020). ...
The present study explored whether two semester overseas study programs had any impact on participants’ language ability and motivation to study English. The language ability, L2 learning motivation and learning attitude of 65 Japanese university students participating in semester-long study abroad programs were measured pre departure and on their return. TOEIC listening and reading tests were used to measure students’ linguistic gains, and possible changes to students’ L2 motivation and attitudes were measured using a survey created specifically for the purpose of this study. Statistical analysis implied a significant effect from the two overseas programs on TOEIC scores and motivation and attitude, with motivational intensity prior to departure being a significant predictor of TOEIC gains. The findings underscore the idiosyncratic nature of studying abroad, and will be of use in designing and implementing post-overseas study programs.
... Geeslin & Schmidt, 2018;Llanes et al., 2012), beliefs (e.g. Zaykovskaya et al., 2017), identity , learning strategies (e.g. Adams, 2006), anxiety (e.g. ...
While studies focusing on second language acquisition (SLA) have tended, understandably, to concentrate on linguistic gains during study abroad (SA), a range of mainly sociological and geographical considerations relating to the impact of space and time have, until recently, remained relatively underdeveloped in SA research. This chapter considers SA from a transnational perspective, looking at student mobility in terms of movement, cross-border activities and social ties. What comes to the fore is not so much the linguistic attainments of SA participants, as the broad spectrum of opportunities and uses for languages to be found in mobile (or mobility-oriented) behaviours. It is claimed that such an approach is useful for understanding the dynamic and ongoing nature (and impact) of mobility and how it affords different environments and opportunities for engagement with language at a range of levels.
... International students who study abroad also need to adapt to a wide range of academic and sociocultural challenges to adapt to their new environment. Therefore, the identification of these problems also suggests that more research is needed to study the situation of international students' cross-cultural adaptation (Li & Ma, 2018;Yu & Wright, 2016;Zaykovskaya et al., 2017). ...
With the increased prevalence of studying abroad, cross-cultural adaptation of students studying in foreign countries has become more important. How international students’ experience of cross-cultural adaptation can be enhanced is thus worth exploring. Focusing on the pre-departure period, this study investigates how Chinese students in tertiary education prepare with intercultural learning before studying abroad, how their prior intercultural learning experience influences their cross-cultural adaptation, and how their perceptions of prior intercultural learning impact their experience. From qualitative interview data, this research found that 1) Chinese university students who had study abroad experience generally engaged in prior intercultural learning in many ways to varying degrees, but they were likely to overestimate the adequacy of their prior intercultural learning; 2) prior intercultural learning was necessary for international students’ successful crosscultural adaptation, but it had a limited influence and needed to be practiced in intercultural encounters to optimize such
adaptation. With related suggestions for facilitating prior intercultural learning, this study offered insights into how Chinese university students and other stakeholders involved in these students’ study abroad experience could take advantage of the pre-departure period to produce better outcomes in overseas students’ crosscultural adaptation.
... It is thus not surprising that some researchers have set their sights on disentangling the role of ID factors in SA, focusing in particular on how they interact with the learning context and mediate the gains accrued from sojourns abroad. In effect, studies have been conducted that have examined, among others, such ID variables as age (e.g., Llanes & Muñoz, 2013), working memory (e.g., Grey et al., 2015), beliefs (e.g., Zaykovskaya, Rawal, & De Costa, 2017), language learning strategies (e.g., Adams, 2006), tolerance of ambiguity (e.g., Dewaele & Wei, 2013), attitudes (e.g., Llanes, Tragant, & Serrano, 2012), anxiety (e.g., Lee, 2018), willingness to communicate (WTC, e.g., Kang, 2014), personality (e.g., Tracy-Ventura, Dewaele, K€ oylü, & McManus, 2016) or identity (e.g., Kinginger, 2013). However, although the volume of empirical investigations of this kind has been on the increase, it remains scant, with some factors having been examined in just one or two studies. ...
The paper explores study abroad (SA) experiences concerning interrelationships of three individual difference (ID) variables: motivated learning behavior, self-efficacy beliefs and self-regulatory strategy use (SRSU). This study was motivated by the increasing availability of SA programs in Europe (European Commission, 2018) and the accompanying need for students and teachers to understand how best to benefit from these programs. Data were collected through an online questionnaire from 70 university students in Poland who had completed or were participating in SA. The questionnaire contained scales measuring motivated learning behavior, self-efficacy and SRSU before, during and after SA. Descriptive and inferential statistics were used to explore the three constructs. In addition, cluster analysis was employed to profile participants with respect to the IDs under investigation. The results demonstrate that: (1) while participants reported high motivated behavior and self-efficacy, SRSU at all stages was initiated by students, (2) the ability to successfully self-regulate one's learning determined motivated learning behavior, and (3) for 50% of participants high levels of the attributes under investigation coincided, thus potentially increasing learning outcomes. The main implication of the study is that students need to be trained SRSU if they are to make the most of the SA experience.
... Aside from Leonard and Shea (2017) and Davidson and Shaw (2019), discussed above, other recent publications of available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/9781108333603.012 note include those by Segalowitz, French, and Guay (2018), who investigate fluency gains during short-term immersion, and Zaykovskaya, Rawal, and De Costa (2017), who present a case study highlighting how learner beliefs and attitudes can impact opportunities for communication during study abroad. ...
In describing the difficulties of establishing a definition for the construct second language (L2) “speaking”, Fulcher (2014) notes that “speaking is the verbal use of language to communicate with others” (p. 23). Such a broad definition is of course limited, as what enables successful spoken communication is variable. For example, Fulcher lists the following considerations: pronunciation and intonation; accuracy and fluency; strategies for speaking; structuring speech; speaking in context; and interactional competence. Such variability is evident when considering how high-stakes language assessments (e.g., the American Council on the Teaching of Foreign Languages (ACTFL), instruments based on the Common European Framework of Reference, International English Language Testing System (IELTS), Test of English as a Foreign Language (TOEFL)) define speaking within their frameworks. For example, whereas the IELTS speaking rubric includes categories for Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation, the TOEFL speaking rubrics emphasize General Description, Delivery, Language Use, and Topic Development.
This preliminary case study used qualitative methods to analyze the experiences of eight short-term education abroad participants prior to, during, and shortly after a two-week program in Taipei. Interpretive analysis of reflection papers, focus group interviews, mobile app assignments, and a post-program evaluation survey revealed that students experienced an increase in language skills and cultural knowledge as well as personal growth. Students attributed these gains to interactions, reflections, and classroom/coursework engagement. The study uses a constructivist and Experiential Learning framework to add to ongoing research on affordances and limitations of short-term education abroad. Implications of the study for future research, program design, and stage-by-stage interventions in short-term education abroad contexts are also discussed. Abstract in Chinese 這項初步案例研究運用了定性研究方法，分析了八位參與為期兩周台北項目的短期留學生在項目之前、項目期間和項目結束後的經歷。透過學生所寫的學習心得、焦點小組訪談、學生完成的移動應用任務以及項目後的評估調查，解釋性分析顯示學生在語言技能、文化知識以及個人成長方面都有所提升。學生歸因這些成果於與當地人的互動、反思以及課堂/課程的參與。該研究運用建構主義和經驗學習框架，以擴充對短期留學的可行性和局限性的研究。最後，本研究對短期留學的未來研究以及短期留學項目的階段性設計也提出了建議。
Implementation of international experiences for students has increased. Anecdotal evidence suggests that these experiences enhance the quality of students upon graduation. However, a synthesis of literature related to the benefits of international experiences was lacking. We rooted the study’s conceptual framework in the concept of high-impact activities/experiences and related inputs, processes, and outcomes with a focus on the benefits of student participation in an international experience. Our purpose was to establish a benchmark documenting research conducted related to the benefits of an international experience and to identify research gaps. The rigorous literature review process identified 108 articles published across 55 unique publications for inclusion. Documentation of benefits was grouped into four categories: personal growth, international knowledge, cultural awareness, and additional skills. Further, the literature revealed a litany of reasons that students chose not to participate and a wide range of guidance for program planning. We conclude that research has documented specific benefits of students’ participation in international experiences; however, many of these studies are based on data collected immediately following the experience rather than longitudinal data. Our research synthesis provides a summary of benefits and program strategies for utilization by researchers in planning future research and by practitioners in planning future international experiences. Keywords: study abroad, international experience, benefit, cultural understanding, benchmark
The following research is based on one of the most influential theories in the field of motivation in second language acquisition, the L2 Motivational Self System (Dörnyei, 2005, 2009b). Therefore, the purpose of the present study is to fulfil the following objectives: (1) to analyze the role of study abroad in the development of the Ideal L2 Self of Spanish/L2 students and (2) to examine the factors that interact with motivation throughout the learning process of this language. It is a study that uses a mixed methodology with adult university students of diverse geographical contexts (n=93), Spanish learners in Centro Superior de Idiomas, located in the University of Alicante. The data was obtained by means of a questionnaire with a Likert scale (28 items) and two multimodal narratives. The results place the study abroad experience as a relevant factor that boosts in the students the development of future self-images as learners/speakers of the language, as well as the interaction of various factors that modify students’ motivation. Furthermore, this system has proven to be effective in the analyzed context and, in turn, act as a future self-guide of learners’ motivation over time.
Cambridge Core - Applied Linguistics - The Cambridge Handbook of Language Learning - edited by John W. Schwieter
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
This volume presents an innovative approach to understanding the language socialization process of second language learners in study abroad programs, focusing on the case of study abroad programs in Japan. Study abroad experiences are so diverse that both macro and micro viewpoints are needed to capture such complexity. This book looks for a way forward by adopting a novel approach which integrates social network analysis and conversation nalysis and allows for a fuller, more nuanced understanding of varying experiences of study abroad participants. Chapters draw on data from a wide range of sources, including participant observation, semi-structured interviews, social network surveys, and audio and visual recordings, to demonstrate the ways in which broader social forces, environmental factors, and individuals’ dispositions interact in myriad social contexts within the study abroad experience. Taken together, the volume offers readers a comprehensive portrait of social processes in study abroad programs and their implications for language development, making this key reading for students and scholars in second language acquisition, pragmatics, and applied linguistics.
Studies on vocabulary learning have provided valuable knowledge of what it means to know a word and how people learn. Few studies have focused on what students’ understanding of word knowledge and vocabulary acquisition can contribute with in a language-learning context. Considering the vital importance of vocabulary in language learning, this study explores students’ experiences of word knowledge and vocabulary learning with a point of departure in phenomenographic research. By interviewing a group of Swedish secondary school students about their understanding of word knowledge and what strategies they employ to learn new words in English, categories of description emerged showing that although the majority of the students reported that they perceive word knowledge as contextual, they primarily employ decontextualised strategies when studying vocabulary. This discrepancy seems to be closely connected to how vocabulary is tested and assessed in school.
This is an ambitious work, covering the whole breadth of the field from its theoretical underpinnings to research and teaching methodology. The Editors have managed to recruit a stellar panel of contributors, resulting in the kind of 'all you ever wanted to know about instructed SLA' collection that should be found on the shelves of every good library. " Zoltán Dörnyei, University of Nottingham, UK The Routledge Handbook of Instructed Second Language Acquisition is the first collection of state-of-the-art papers pertaining to Instructed Second Language Acquisition (ISLA). Written by 45 world-renowned experts, the entries are full-length articles detailing pertinent issues with up-to-date references. Each chapter serves three purposes: (1) provide a review of current literature and discussions of cutting edge issues; (2) share the authors' understanding of, and approaches to, the issues; and (3) provide direct links between research and practice. In short, based on the chapters in this handbook, ISLA has attained a level of theoretical and methodological maturity that provides a solid foundation for future empirical and pedagogical discovery. This handbook is the ideal resource for researchers, graduate students, upper-level undergraduate students, teachers, and teacher-educators who are interested in second language learning and teaching.
Case study methodology has long been a contested terrain in social sciences research which is characterized by varying, sometimes opposing, approaches espoused by many research methodologists. Despite being one of the most frequently used qualitative research methodologies in educational research, the methodologists do not have a full consensus on the design and implementation of case study, which hampers its full evolution. Focusing on the landmark works of three prominent methodologists, namely Robert Yin, Sharan Merriam, Robert Stake, I attempt to scrutinize the areas where their perspectives diverge, converge and complement one another in varying dimensions of case study research. I aim to help the emerging researchers in the field of education familiarize themselves with the diverse views regarding case study that lead to a vast array of techniques and strategies, out of which they can come up with a combined perspective which best serves their research purpose.
This study investigated Korean as a Foreign Language (KFL) students’beliefs about language learning in three levels of Korean classes. Sixtythree students participated in this study, and the Beliefs About Language Learning Instrument (BALLI) by Horwitz (1987) was used to ask students’ beliefs about language learning. Descriptive analysis yielded that most of the students had positive beliefs about learning Korean or foreign languages. They were highly motivated, and they thought that Korean is a useful language. However, ANOVA yielded no significant differences among the three levels of students, and there were no correlations between beliefs and final grades, and between beliefs and language levels. Such implications for instructors as teaching strategy use and motivating students to have specific goals were discussed.
Framed in Vygotsky’s sociocultural theory (SCT) of mind, this paper explores second language (L2) learning beliefs in study-abroad (SA) contexts. Previous research on learner beliefs has relied mostly on survey methods, while regarding belief as a static, internal representation of experience that is resistant to change. Due to the concern regarding the prevalence of a cognitive orientation, this qualitative research examines two L2 learners’ belief changes and their impact on motivated L2 behaviors from an SCT perspective. The data were collected mainly through pre- and post-SA interviews and monthly-collected journals with other triangulating methods such as L2 learning autobiographies and stimulated recall tasks. The findings suggest that 1) a learner’s L2 beliefs are constantly evolving in accordance with his or her goals and SA experiences, and 2) the learner’s L2 belief changes capture a remediation process that leads to qualitatively different L2 learning actions. This paper challenges the common assumption that L2-rich exposure through SA is the optimal way to improve L2 proficiency. Rather, it shows that the learner’s internalized L2 beliefs aligned with meaningful L2 environments can exert crucial influences on the success of SA learning.
It has been suggested that because of teachers’ positions of authority in the classroom, they are seen as experts by students,
and thus, may exert a strong influence on the development of students’ beliefs (Horwitz, 1988; Rubin, 1987; Wenden, 1987).
It is believed that effective teaching and learning develop from the similarity between teachers’ and students’ beliefs (Kumaravadivelu,
1991). Nevertheless, students bring their own interpretations to the process and these may not coincide with the teachers’
thus resulting in a conflict or mismatch. If we want to understand classroom culture, we have to understand not only the harmony,
but also the conflicts (Block, 1996).
In this article, the author argues that Method sections in social science research reports, particularly those that employ qualitative methods, often lack sufficient detail to make any results that follow from the analytic method trustworthy. The author provides a brief review of the evolution of the Method section from the 1960s to the present, makes a case for a more robust reporting of research method, and then outlines one way to achieve the end of providing a detailed, specific account of research methods that enable readers to understand unambiguously the means by which data are rendered into results. This consideration includes attention to the reporting of data collection, data reduction, data analysis, and the context of the investigation to make it clear why an illustrative presentation of data supports the claim that it offers.
Research on the beliefs of American university students about foreign language learning has been limited in three ways: First, students surveyed have generally been drawn only from beginning language classes. Second, research in this area has been conducted almost exclusively with students of French, German, and Spanish, the beliefs of learners of other languages —such as Arabic, Chinese, Japanese, and Russian — have been largely ignored. Third, published studies have focused on the beliefs of learners at only one institution, rather than at a number of institutions; the results of such studies are, therefore, also likely limited by the local conditions of the given institution. This paper presents an investigation of these three issues. The study is based on a survey of over 1,000 learners of 10 different languages at different levels of instruction in three different institutions. Data collected over a three-year period are analyzed in order to compare the beliefs about language learning reported by learners in the present study with those held by learners in Horwitz's 1988 study, “The Beliefs about Language Learning of Beginning University Students.” Moreover, this paper presents comparisons of the beliefs of learners in their first year of instruction with the beliefs held by learners at other levels, of the beliefs of learners of commonly versus less commonly taught languages, and of the beliefs of learners at a public research institution with the beliefs of learners at small, private liberal arts colleges.
Rev.& expanded from Case study research in education,1988.Incl.bibliographical references,index
Case study research has played a very important role in applied linguistics since the field was established, particularly in studies of language teaching, learning, and use. The case in such studies generally has been a person (e.g., a teacher, learner, speaker, writer, or interlocutor) or a small number of individuals on their own or in a group (e.g., a family, a class, a work team, or a community of practice). The cases are normally studied in depth in order to provide an understanding of individuals’ experiences, issues, insights, developmental pathways, or performance within a particular linguistic, social, or educational context. Rather than discuss constructs, hypotheses, and findings in terms of statistical patterns or trends derived from a larger sample or survey of a population of language learners, as in some quantitative research, a qualitative case study of a person presents a contextualized human profile. Case study has contributed substantially to theory development, generating new perspectives or offering a refutation or refinement of earlier theories in applied linguistics by analyzing linguistic, cultural, and social phenomena associated with children, adolescents, young adults, and older adults.
In recent years, the purview of case studies in applied linguistics has expanded to include many previously underrepresented topics, linguistic situations, theoretical perspectives, and populations. This article provides an overview of some traditional areas of coverage and then newer foci in terms of methodology, thematic areas, and findings pertaining to language learners in transnational, multilingual, and diaspora contexts especially.
This study explores the interface between learner beliefs and multilingualism in the under-researched English as a Foreign Language (EFL) context of Turkey. The study investigates the underlying constructs of a modified Beliefs about Language Learning Inventory (BALLI) completed by 168 EFL learners in Turkey using an exploratory factor analysis (EFA). One-way analyses of variance (ANOVAs) were run using two different group divisions for the independent variables: one analysis was run using the groups division of bilinguals versus multilinguals and the second analysis was run using the Perceived Positive Language Interaction (PPLI) group division. These analyses reveal significant differences with both categorizations. That is, knowledge of languages other than English, as well as seeing positive interactions between languages studied, can have a significant effect on learners' beliefs. The uniqueness of the study lies in its discussion of multilingualism within the realm of Dynamic Systems Theory (DST) in the Turkish EFL context. The results of this study underscore the impact of multilingualism on language learning and promote the study of interaction between multilingualism and learner beliefs in diverse contexts.
The English language used to be specific to English-speaking countries such as the U.S.; however, it has evolved to become the new lingua franca all around the world. Considering the growing number of students studying abroad in English as a lingua franca (ELF) communities, the present study aimed to investigate the relationship between Turkish exchange students' beliefs about English language learning and their study abroad sojourns in ELF contexts. The data were collected mainly through three instruments: language learner belief questionnaire (LLBQ), elicited journals, and a study abroad perception questionnaire (SAPQ). The quantitative and qualitative results revealed three important findings. First, there is a bi-directional relationship between students' pre- and post-beliefs about English language learning and their perceptions of study abroad experiences. Second, Turkish exchange students' overall beliefs remained almost the same across pre- and post-study abroad, suggesting that students might need stays longer than five months to have any observable changes in their beliefs about language learning. Third, although the current study's participants reported a commitment toward native-speaker norms, they shifted their focus from accuracy to intelligibility, which helped them achieve their ultimate goal, that is, successful interaction in ELF communities.
Previous research on study abroad has documented extensive variation in the amount of contact students have with members of the local community as well as in their linguistic outcomes (Kinginger, 2009). This article uses the theoretical concepts of investment, imagined communities, and communities of practice to interpret data obtained from students studying abroad in Egypt. Data show that these students wanted to belong to an imagined community of study abroad in the Middle East by demonstrating the identities of cross-cultural mediator and dedicated language learner. However, the communities of practice in which they participated while abroad afforded differential opportunities to demonstrate these identities, resulting in both alignments and misalignments between reality and imagination. The degree of alignment between students' expectations and the realities that they encountered may help explain the extensive variation in students' access to Egyptians and their use of the Arabic language.
Interviews have been used for decades in empirical inquiry across the social sciences as one or the primary means of generating data. In applied linguistics, interview research has increased dramatically in recent years, particularly in qualitative studies that aim to investigate participants’ identities, experiences, beliefs, and orientations toward a range of phenomena. However, despite the proliferation of interview research in qualitative applied linguistics, it has become equally apparent that there is a profound inconsistency in how the interview has been and continues to be theorized in the field. This article critically reviews a selection of applied linguistics research from the past 5 years that uses interviews in case study, ethnographic, narrative, (auto)biographical, and related qualitative frameworks, focusing in particular on the ideologies of language, communication, and the interview, or the communicable cartographies of interviewing, that are evident in them. By contrasting what is referred to as an interview as research instrument perspective with a research interview as social practice orientation, the article argues for greater reflexivity about the interview methods that qualitative applied linguists use in their studies, the status ascribed to interview data, and how those data are analyzed and represented.
Understanding learner beliefs about language learning is essential to understanding learner strategies and planning appropriate language instruction; however, to date there has been no examination of how these beliefs may differ across learner groups. This paper reviews representative studies (including American learners of French, Spanish, German, and Japanese, US university instructors of French, and Korean, Taiwanese, and Turkish heritage English as a Foreign Language English [EFL] students) using the “Beliefs about Language Learning Inventory (BALLI)” to identify similarities and differences across cultural groups. Although instances of differing beliefs between and among the American, Korean, and Turkish heritage groups were identified, an examination of the responses to individual BALLI items did not yield clear-cut cultural differences in beliefs. The differences between the instructors of French and American learners suggest that beliefs may vary based on age, stage of learning, and professional status. Several of the differences identified in the various American groups and the two groups of Korean and Turkish heritage learners may be more clearly attributable to differences in learning circumstances than culture.
Learner beliefs have traditionally been considered stable and static. According to recent research, however, they are dynamic and variable. Under this theory, the current study explores the effects of study abroad on beliefs. Belief questionnaires were administered to 70 English language learners while studying abroad in the United States. Learners were asked to reflect on their beliefs prior to arrival and at the time of the questionnaire administration to investigate what beliefs may change due to study abroad. The learners were divided into two groups according to their amount of time thus far abroad to see if amount of time abroad has an effect on belief changes. Factor analysis identified three underlying dimensions of the learner belief system, which concerned the teacher’s role, learner autonomy, and self-efficacy. Comparisons between pre- and during study-abroad beliefs revealed that learners experienced changes in their beliefs on learner autonomy and the role of the teacher. Those with more time abroad had significantly more changes in their belief systems, suggesting that learning context and length of context exposure influence belief changes. Interviews provided insight into how study-abroad influences beliefs. This study supports the view that beliefs are dynamic, socially constructed, and responsive to context.
Learner beliefs in study-abroad experience: A qualitative case study of two Korean ESL learners
- T Y Kim
- J S Yang
Kim, T. Y., & Yang, J. S. (2010). Learner beliefs in study-abroad experience: A qualitative case study of two Korean ESL learners. English Teaching, 65(2).
The Routledge handbook of second language acquisition (pp. 525e543)
- S S Magnan
- B Lafford
Magnan, S. S., & Lafford, B. (2012). Learning through immersion during study abroad. In S. M. Gass, & A. Mackey (Eds.), The Routledge handbook of second
language acquisition (pp. 525e543). New York: Routledge.
Beliefs about language learning: A comparison between novice and intermediate level students learning Russian at a Malaysian university
- L Nikitina
- F Furuoka
Nikitina, L., & Furuoka, F. (2007). Beliefs about language learning: A comparison between novice and intermediate level students learning Russian at a
Malaysian university. The Linguistics Journal, 2(1), 7e27.
Study abroad and second language use: Constructing the self
- K Oberg
Oberg, K. (1960). Adjustment to new cultural environments. Practical Anthropology, 7, 170e179.
Pellegrino Aveni, V. (2005). Study abroad and second language use: Constructing the self. New York: Cambridge University Press.