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Exploring the Learning Experiences of Study Abroad Participants
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Abstract:
The purpose of this qualitative exploratory study was to explore, with former study abroad participants, their perceptions of how their experience abroad has influenced them. The results of the study provide recommendations to prospective study abroad participants and to those that develop and advise for programs. Ultimately, the recommendations inform these constituents of the challenges that occurred while abroad, how participants learned to manage the challenges, and how their attitudes have changed since returning from study abroad. The study is based on the following three assumptions: 1) Participants in the study are potentially still learning and growing from the experience; 2) Participants understand and acknowledge that one can reflect on such an experience; 3) The participants are able and feel comfortable speaking and writing about their experience and the overall influence of studying abroad. With the use of a purposive sampling strategy, data was obtained from former study abroad participants through interviews, critical incident responses, and a focus group. Eighteen participants completed the interview process and also submitted a critical incident response. The focus group was comprised of five additional individuals. The findings of the study stated: 1.) An overwhelming majority of participants described dealing with cross-cultural issues - developing relationships with locals, overcoming language barriers, and understanding values, traditions and ways of life. 2.) All participants indicated that they learned to overcome the challenges faced through conversation with others, specifically with friends and other students, local community residents, and family members. 3.) All participants said they saw an increase in their open-mindedness towards embracing new experiences and perspectives since returning from the study abroad experience. The main recommendations of the study were the following: 1.) The learning outcomes associated with study abroad experiences should be prioritized throughout the program development phase and advisement process. Reflective practice should also be incorporated in order to further a participant’s learning and development; and 2.) prospective study abroad students should have access to a variety of stakeholders and content in order to support them in the study abroad decision-making process. Finally, participants should willingly engage in the decision-making process to ensure that they are making an informed decision.
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Keyword:
Foreign study; Manners and customs; Second language acquisition; Social values; Toleration--Study and teaching
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URL: https://doi.org/10.7916/0695-v760
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| 3 |
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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A Rationale for Using a Scenario-Based Assessment to Measure Competency-Based, Situated Second and Foreign Language Proficiency
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| 6 |
Perception of American English Consonants /v/ and /w/ by Hindi Speakers of English
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| 7 |
Rewilding Language Education: Emergent Assemblages and Entangled Actions
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In: Applied Linguistics Faculty Publications and Presentations (2021)
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| 8 |
Perception of American English Consonants /v/ and /w/ by Hindi Speakers of English ...
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| 10 |
DUAL LANGUAGE LEARNING: USING FIRST LANGUAGE AS A SCAFFOLD FOR SECOND LANGUAGE ACQUISITION AND LEARNING
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| 11 |
Colloquialismos para el aula universitaria ; Colloquialisms for the university classroom
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| 12 |
How our Bodies can Support the ‘Weight’ of Cognition: The Role of the Body in the Second Language Classroom ; An Examination of the Role of the Body in the Second-language Classroom
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| 13 |
Rethinking the 'ideal native speaker' in early childhood education
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In: Waddington, Julie 2021 Rethinking the 'ideal native speaker' in early childhood education Language Culture And Curriculum undef undef undef (2021)
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| 14 |
The perception and production of lexical stress among early Spanish-English bilingual children
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| 15 |
Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory
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| 16 |
Lexical and grammatical development in English in Indonesian kindergarten children : processability theory and developmentally moderated focus on form
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| 17 |
Perceived phonological overlap in second-language categories : the acquisition of English /r/ and /l/ by Japanese native listeners
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| 19 |
Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
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| 20 |
The Selective Fossilization Hypothesis: A Longitudinal Study of English Language Learners' Persistent Errors
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