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Study abroad and identity: a longitudinal study of Saudi female learners of English in Ireland
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Abstract:
Although many studies have investigated the influence of studying abroad on the identities of L2 learners, none have looked at Saudi female identity development during a study abroad sojourn. This study considers the voices of Saudi female study abroad learners of English in relation to the positive and negative experiences they had in Ireland. Using semistructured interviews, the narrative data of six students were collected every three months over a period of nine months. Two frameworks, the facets of identities (Benson et al., 2013) and second language identity and the spectrum of intergroup identity negotiation (Ting-Toomey & Dorjee, 2014), were used to qualitatively demonstrate their identity changes. Findings are presented thematically, with the themes of social interaction, anxiety about events at the language institute, and the benefits of the study abroad experience recurring in the participants’ data. Mini-case studies for each participant show their individual identity changes in relation to the three themes. Generally, the lack of intercultural competence between teachers and learners was believed to be the cause of their negative experiences. All participants agreed that (1) they expanded their love for their country and religion and felt anxious when teachers spoke negatively about them, (2) they were more enthusiastic about interacting with international students than native speakers and (3) they felt that studying abroad had developed their personalities. Their religious identity development helped them adjust to the host environment; they prayed to succeed and easily adapt to their new situation. Without intending to, the study served to fill the gap that Han (2018) identified by longitudinally illuminating the role of religion in language learning abroad. The conclusion suggests numerous implications for future research, such as comparatively investigating the identity development of Saudi male and female students in a study abroad situation and examining native speaker perceptions of social interactions with male and female Saudi students who are studying abroad.
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Keyword:
Ethnocentrism; Global competence; Identity; Identity development; Identity negotiation; Identity reconstruction; Individual differences; Intercultural competence; Interculturality; Narrative analysis; Poststructuralism; Social integration; Social interaction; Story telling; Study abroad; Study abroad benefits; Study abroad experience; Thematic analysis
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URL: http://hdl.handle.net/10468/8376
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| 22 |
The Perceptions of University Students Towards Intercultural Interaction: A Comparative Study of International and Domestic Students in Australia
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| 23 |
Determinants of intercultural adjustment : emotional and social aspects on work and non-work environment
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| 24 |
"Orte, an denen man wachsen kann" - Empirische Rekonstruktionen von Sinnzuschreibungen im Zusammenhang mit der Eröffnung zweier norwegischer Gedenkstätten
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 19 ; 3 ; 54 (2018)
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| 25 |
Australian University Students’ Short-term In-country Study in China: An Ecological Perspective
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Tong, PeiRu. - : The University of Sydney, 2018. : Department of Chinese Studies, 2018. : Faculty of Arts and Social Sciences, School of Languages and Cultures, 2018
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| 26 |
Seeking Common Ground: First-Year U.S. University Students’ Experiences with Intercultural Interaction and Friendship in an On-Campus Residential Community
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In: Gaston, MIchelle Elise. (2017). Seeking Common Ground: First-Year U.S. University Students’ Experiences with Intercultural Interaction and Friendship in an On-Campus Residential Community. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/7kz7n1pb (2017)
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| 27 |
Meeting Student Needs: Integrating Spanish Heritage Language Learners into the Second Language Classroom
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In: Modern Languages and Literatures: Faculty Publications and Other Works (2017)
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| 28 |
Empowering Communities through Translation: The Case of the Newcomer's Guide to Edmonton
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| 29 |
ЛИНГВИСТИЧЕСКОЕ САМОСОЗНАНИЕ МНОГОЯЗЫЧНЫХ СТУДЕНТОВ КАЗАХСТАНА
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| 30 |
Pilot study of the influence of a communicator’s speech characteristics on a recipient’s willingness to maintain interaction in cross-cultural online communication
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| 31 |
International students in transnational mobility : intercultural connectedness with domestic and international peers, institutions and the wider community
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| 32 |
International students in transnational mobility: intercultural connectedness with domestic and international peers, institutions and the wider community
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| 33 |
Wahrnehmungs- und Handlungsmuster an der deutsch-polnischen Grenze: Ergebnisse einer Untersuchung unter Jugendlichen in Guben-Gubin
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In: Europa Regional ; 14.2006 ; 1 ; 22-32 ; Grenzstädte und städtische Grenzen (2016)
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| 34 |
Research into practice ; Pesquisa em prática
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In: Domínios de Lingu@gem; Vol 10 No 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1499-1519 ; Domínios de Lingu@gem; v. 10 n. 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1499-1519 ; 1980-5799 (2016)
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| 35 |
Le dinamiche dell`interazione. Prospettive di analisi e contesti applicativi
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| 36 |
Maintaining the Japan Connection: The Impact of Study Abroad on Japanese Language Learners’ Life Trajectories and Ongoing Interaction with Japanese Speakers
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In: Comparative and International Education / Éducation Comparée et Internationale (2016)
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| 37 |
Acculturation Stress, Psychological and Sociocultural Adjustment, and Development of American Adolescents: A Qualitative Study of Newton High School Exchange Students in China
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In: Doctoral Dissertations (2016)
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| 38 |
Research into practice: planning intercultural moments in the additional language classroom
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In: Domínios de Lingu@gem, Vol 10, Iss 4, Pp 1499-1519 (2016) (2016)
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| 39 |
Third places and the interactive construction of interculturality in the English as foreign/additional language classroom
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In: Acta Scientiarum. Language and Culture; v. 38, n. 4 (2016); 337-346 ; 1983-4683 ; 1983-4675 (2016)
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| 40 |
Third places and the interactive construction of interculturality in the English as foreign/additional language classroom
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In: Acta Scientiarum. Language and Culture; Vol 38 No 4 (2016); 337-346 ; Acta Scientiarum. Language and Culture; v. 38 n. 4 (2016); 337-346 ; 1983-4683 ; 1983-4675 (2016)
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