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Study Abroad Research in Second Language Acquisition and International Education

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ISSN 2405-5522
E-ISSN 2405-5530

Reflecting the growth of international exchange programmes in an educational context, Study Abroad Research in Second Language Acquisition and International Education has as its focus the role of study abroad in language learning and educational development. In the area of language learning, articles explore all facets of second language acquisition during study abroad such as the nature of linguistic development, input engagement and interaction, and the role of contextual, social and socio-biographical factors underpinning the learner’s experience abroad. The journal also explores issues beyond the linguistic, such as the relationship between study abroad and academic, professional, personal and social development. A complementary area of focus is educational policy and planning issues in study abroad exchange programmes within international education. The journal publishes peer-reviewed articles, thematic issues, invited state-of-the-art articles, and short squibs and research reports.


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  • Personality changes after the ‘year abroad’?
    • Authors: Nicole Tracy-Ventura, Jean-Marc Dewaele, Zeynep Köylü, and Kevin McManus
    • Source: Study Abroad Research in Second Language Acquisition and International Education, Volume 1, Issue 1, 2016, pages: 107 –127
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    • This study utilizes a mixed-methods approach to investigate personality changes of British undergraduate students who spent their third year abroad in a French or Spanish-speaking country. Personality changes were measured quantitatively using the Multicultural Personality Questionnaire (MPQ, Van der Zee & Van Oudenhoven, 2000; 2001), administered twice: pre-departure and after returning to their home university. A reflective interview was also conducted at the end of their stay abroad and analysed qualitatively to investigate whether students noted any personality changes. The MPQ results demonstrate statistically significant changes over time on the Emotional Stability factor only. These results are supported by the reflective interviews as 77% of participants mentioned feeling more confident and independent after residence abroad. Based on these findings, residence abroad appears to be an example of a type of social investment with the potential to positively affect the emotional stability of university students undertaking the experience as temporary sojourners.

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