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Study Abroad and Immersion

April 2019

In book: Cambridge Handbook of Language Learning
Publisher: Cambridge University Press

Authors:

Chinese University of Hong Kong

John W. Schwieter

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Study abroad learners’ metalinguistic and sociocultural reflections on short- and long-term international experiences

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Mar 2018

English-speaking learners of L2 Spanish who were taking part in a four-week study abroad program in Spain and Japanese-speaking learners of L2 English who were individually studying in year-long abroad experiences participated in the present study. Quantitative and qualitative data from language questionnaires and contact profiles along with open-ended responses revealed details on learners’ engagement with and use of their languages while abroad. We discuss the findings and their implications for programs, educators and learners.

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Chapter

30 - Study Abroad and Immersion

June 2019

The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019

Article

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When ‘domestic’ and ‘international’ students study abroad: reflections on language learning, contact...

March 2021 · International Journal of Bilingual Education and Bilingualism

The present study examines the language- and culture-learning perceptions of domestic and international students from a Canadian university who participated in an intensive four-week-long Spanish language and cultural immersion program in Spain. The study draws on quantitative and qualitative data to explore the ways in which the participants’ previous international, language learning experiences ... [Show full abstract] influenced their acculturation in Spain. A language history questionnaire, a language contact profile, and an open-ended questionnaire offered insight into the participants’ experience abroad, their perceptions of language and intercultural learning, and their identified cultural representations on which they drew to make sense of the new environment. We review key findings and offer suggestions for the enhancement of study abroad programs of this nature.

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Immersion learning: Implications for non-native lexical development

September 2013

John W. Schwieter

Article

An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety

March 2008 · Modern Language Journal

This article reports the results of a study of the unwillingness to communicate, and anxiety of Chinese learners of English as a foreign language (EFL) in English language classrooms. A 70-item survey of 547 first-year undergraduate non-English majors revealed that (a) Most of the students were willing to participate in interpersonal conversations, but many of them did not like to risk ... [Show full abstract] using/speaking English in class; (b) more than one third of the students felt anxious in their English language classrooms, and they feared being negatively evaluated and were apprehensive about public speaking and tests; (c) their unwillingness to communicate and their foreign language anxiety correlated significantly with each other and with their self-rated English proficiency and access to English; and (d) many of the variables of interest were good predictors of the students' unwillingness to communicate and of their foreign language anxiety, which were also powerful predictors for each other.