1887
  1. Home
  2. e-Journals
  3. Study Abroad Research in Second Language Acquisition and International Education
  4. Volume 4, Issue 2
  5. Article
Volume 4, Issue 2
  • ISSN 2405-5522
  • E-ISSN: 2405-5530
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Most students taking part in Study Abroad (SA) programmes aim to immerse themselves as fully as possible in the target language (TL) country and so improve their TL proficiency, as well as their own personal development towards independent adulthood. From a research perspective, the quality of social networks involving TL speakers, and hence the social interactions the SA students engage in, are seen as of paramount importance in determining the ultimate success in TL attainment. This paper addresses a cohort of learners who have not received a lot of attention in the SA literature, namely Saudi Arabian female students, whose individual immersion into the TL context is limited by cultural restrictions, importantly the need to be accompanied by a male guardian (). Based on a data set of a cohort of nine students gathered over the period of one year, this study aims to establish the extent to which these students engage in social interactions in the TL setting and how these affect their overall language proficiency development. Data was gathered pre-, during, and post-SA, using a mixture of qualitative and quantitative instruments. These tested language proficiencies and surveyed the social interactions and engagement with the TL of the students, using both questionnaires (Language Engagement Questionnaire, Social Networking Questionnaire) and semi-structured interviews. Findings suggest, firstly, that despite the limitations on social interactions, these students clearly benefit from SA. Findings show a complex set of relationships between language development and interactions, with diverse strategies employed to access social networks and thus engage in interactions. Overall, these results point to SA settings as highly conducive learning environments, even for students who face cultural restrictions in their interactions.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/sar.16009.alf
2019-07-24
2025-03-19

  • From This Site

    /content/journals/10.1075/sar.16009.alf
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Alfayez, H.
    (2016) The effect of social and cultural interaction on L2 learning in Study Abroad programmes (Unpublished doctoral dissertation). University of Southampton.
  2. Al-Yousef, H.
    (2009) ‘They know nothing about university – neither of them went’: The effect of parents’ level of education on their involvement in their daughters’ higher education choices. Compare, 39(6), 783–798. 10.1080/03057920902913909
     https://doi.org/10.1080/03057920902913909 [Google Scholar]
  3. Archangeli, M.
    (1999) Study abroad and experiential learning. Foreign Language Annals, 32(1), 115–122. 10.1111/j.1944‑9720.1999.tb02380.x
     https://doi.org/10.1111/j.1944-9720.1999.tb02380.x [Google Scholar]
  4. Bacha, N.
    (2001) Writing evaluation: What can analytic versus holistic essay scoring tell us?System, 29(3), 371–383. 10.1016/S0346‑251X(01)00025‑2
     https://doi.org/10.1016/S0346-251X(01)00025-2 [Google Scholar]
  5. Bacon, S.
    (2002) Learning the rules: Language development and cultural adjustment during Study Abroad. Foreign Language Annals, 35(6), 637–646. 10.1111/j.1944‑9720.2002.tb01902.x
     https://doi.org/10.1111/j.1944-9720.2002.tb01902.x [Google Scholar]
  6. Bley-Vroman, R. , & Chaudron, C.
    (1994) Elicited imitation as a measure of second-language competence. In E. Tarone , S. Gass , & A. Cohen (Eds.), Research methodology in second-language acquisition (pp.245–261). Mahwah, NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  7. Brecht, R. , Davidson, D. , & Ginsberg, R. B.
    (1995) Predictors of foreign language gain during study abroad. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp.37–66). Amsterdam: John Benjamins. 10.1075/sibil.9.05bre
     https://doi.org/10.1075/sibil.9.05bre [Google Scholar]
  8. Breiner-Sanders, K. , Low, P. , Miles, J. , & Swender, E.
    (2000) ACTFL proficiency guidelines – Speaking. Foreign Language Annals, 33(1), 13–18. 10.1111/j.1944‑9720.2000.tb00885.x
     https://doi.org/10.1111/j.1944-9720.2000.tb00885.x [Google Scholar]
  9. Briggs, J. G.
    (2015) Out-of-class language contact and vocabulary gain in study abroad context. System, 53, 129–140. 10.1016/j.system.2015.07.007
     https://doi.org/10.1016/j.system.2015.07.007 [Google Scholar]
  10. Collentine, J.
    (2009) Study abroad research: Findings, implications, and future directions. In M. Long & C. Doughty (Eds.), The handbook of language teaching. Chichester: Wiley. 10.1002/9781444315783.ch13
     https://doi.org/10.1002/9781444315783.ch13 [Google Scholar]
  11. Creswell, J. W.
    (2012) Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
     [Google Scholar]
  12. Creswell, J. , & Clark, V.
    (2010) Designing and conducting mixed methods research. Thousand Oakes, CA: Sage.
     [Google Scholar]
  13. Cristina, B.
    (2011) Picture description guidelines, techniques & exam tips. Retrieved from: www.englishcenter.cz/downloadfiles/145.pdf
     [Google Scholar]
  14. DeKeyser, R.
    (2010) Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43(1), 80–92. 10.1111/j.1944‑9720.2010.01061.x
     https://doi.org/10.1111/j.1944-9720.2010.01061.x [Google Scholar]
  15. Dewey, D. P.
    (2008) Japanese vocabulary acquisition by learners in three contexts. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 127–148.
     [Google Scholar]
  16. Dewey, D. P. , Belnap, R. K. , & Hillstrom, R.
    (2013) Social network development, language use, and language acquisition during study abroad: Arabic language learners’ perspectives. Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 109–142.
     [Google Scholar]
  17. European Commission
    European Commission (2014) Erasmus: Facts, figures and trends. Retrieved from ec.europa.eu/dgs/education_culture/repository/education/library/statistics/erasmus-plus-facts-figures_en.pdf
  18. Ewert, D. E.
    (2009) L2 writing conferences: Investigating teacher talk. Journal of Second Language Writing, 18(4), 251–269. 10.1016/j.jslw.2009.06.002
     https://doi.org/10.1016/j.jslw.2009.06.002 [Google Scholar]
  19. Fernández, J. , & Gates Tapia, A. M.
    (2016) An appraisal of the Language Contact Profile as a tool to research local engagement in study abroad. Study Abroad Research in Second Language Acquisition and International Education, 1(2), 248–276. 10.1075/sar.1.2.05fer
     https://doi.org/10.1075/sar.1.2.05fer [Google Scholar]
  20. Foster, P. , Tonkyn, A. , & Wigglesworth, G.
    (2000) Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 354–375. 10.1093/applin/21.3.354
     https://doi.org/10.1093/applin/21.3.354 [Google Scholar]
  21. Freed, B. F. , Dewey, D. P. , Segalowitz, N. , & Halter, R.
    (2004) The language contact profile. Studies in Second Language Acquisition, 26(2), 349–356. 10.1017/S027226310426209X
     https://doi.org/10.1017/S027226310426209X [Google Scholar]
  22. Giroir, S.
    (2014) Narratives of participation, identity, and positionality: Two cases of Saudi learners of English in the United States. TESOL Quarterly, 48(1), 34–56. 10.1002/tesq.95
     https://doi.org/10.1002/tesq.95 [Google Scholar]
  23. Hernández, T. A.
    (2010) The relationship among motivation, interaction and the development of second language oral proficiency in a study abroad context. The Modern Language Journal, 94(4), 600–617. 10.1111/j.1540‑4781.2010.01053.x
     https://doi.org/10.1111/j.1540-4781.2010.01053.x [Google Scholar]
  24. Isabelli-García, C.
    (2006) Study abroad social networks, motivation and attitudes: Implications for second language acquisition. In M. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts. Bristol: Multilingual Matters. 10.21832/9781853598531‑013
     https://doi.org/10.21832/9781853598531-013 [Google Scholar]
  25. Ishida, M.
    (2010) Development of interactional competence in L2 Japanese during study abroad: The use of modal expressions in recipient actions (Unpublished doctoral dissertation). University of Hawai’i at Manoa.
  26. Iwashita, N. , & Ortega, L.
    (2002) An investigation of elicited imitation tasks in cross-linguistic SLA research. Paper presented at theSecond Language Research Forum (SLRF), Toronto.
     [Google Scholar]
  27. Jiang, W. , & Ramsay, G.
    (2005) Rapport-building through CALL in teaching Chinese as a foreign Language: An exploratory study. Language Learning & Technology, 9(2), 47–63.
     [Google Scholar]
  28. Kampman, D.
    (2011) From Riyadh to Portland: The study abroad experiences of five Saudi Arabian female participants. Retrieved from: digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1513&context=ipp_collection
  29. Kinginger, C.
    (2009) Language learning and study abroad: A critical reading of research. Houndmills: Palgrave MacMillan. 10.1057/9780230240766
     https://doi.org/10.1057/9780230240766 [Google Scholar]
  30. Kormos, J. , & Dénes, M.
    (2004) Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145–164. 10.1016/j.system.2004.01.001
     https://doi.org/10.1016/j.system.2004.01.001 [Google Scholar]
  31. Lin, W. C. , & Yang, S. C.
    (2011) Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses. English Teaching: Practice and Critique, 10(2), 88–103.
     [Google Scholar]
  32. Lindsey, U.
    (2012) Arab women make inroads in higher education but often find dead ends. Chronicle of Higher Education. Retrieved from chronicle.com/article/Arab-Women-Make-Inroads-in/130479/
     [Google Scholar]
  33. Llanes, A.
    (2011) The many faces of study abroad: An update on L2 gains emerged during a study abroad experience. International Journal of Multilingualism, 3, 189–215. 10.1080/14790718.2010.550297
     https://doi.org/10.1080/14790718.2010.550297 [Google Scholar]
  34. Llanes, A. , & Muñoz, C.
    (2009) A short stay abroad: Does it make a difference?System, 37(3), 353–365. 10.1016/j.system.2009.03.001
     https://doi.org/10.1016/j.system.2009.03.001 [Google Scholar]
  35. Long, M. H.
    (1991) Focus on form: A design feature in language teaching methodology. In K. de Bot , R. Ginsberg , & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp.39–52). Amsterdam: John Benjamins. 10.1075/sibil.2.07lon
     https://doi.org/10.1075/sibil.2.07lon [Google Scholar]
  36. Magnan, S. S. & Back, M.
    (2007) Social interaction and linguistic gain during study abroad. Foreign Language Annals, 40(1), 43–61. 10.1111/j.1944‑9720.2007.tb02853.x
     https://doi.org/10.1111/j.1944-9720.2007.tb02853.x [Google Scholar]
  37. McManus, K. , Mitchell, R. , & Tracy-Ventura, N.
    (2014) Understanding insertion and integration in a study abroad context: The case of English-speaking sojourners in France. Revue Française de Linguistique Appliquée, 19(2), 97–116.
     [Google Scholar]
  38. Milroy, L. , & Milroy, J.
    (1992) Social network and social class: Toward an integrated sociolinguistic model. Language in Society, 21(1), 1–26. 10.1017/S0047404500015013
     https://doi.org/10.1017/S0047404500015013 [Google Scholar]
  39. Mitchell, R. , Tracy-Ventura, N. & McManus, K.
    (2017) Anglophone students abroad: Identity, social relationships and language learning. London: Routledge. 10.4324/9781315194851
     https://doi.org/10.4324/9781315194851 [Google Scholar]
  40. Moores-Abdool, W. , Yahya, N. , & Unzueta, C.
    (2011) Learning preferences of Saudi university students with native English-speaking teachers. TESOL Arabia Perspectives, 18(3), 18–25.
     [Google Scholar]
  41. Morley, J. , & Truscott, S.
    (2006) Fluency development in advanced language learners. In T. Harden , A. Witte , & D. Köhler (Eds), The concept of progression in the teaching and learning of foreign languages (pp.307–322). Frankfurt: Peter Lang.
     [Google Scholar]
  42. Muñoz, C.
    (Ed.) (2006) Age and the rate of foreign language learning. Bristol: Multilingual Matters. 10.21832/9781853598937
     https://doi.org/10.21832/9781853598937 [Google Scholar]
  43. Murphy-Lejeune, E.
    (2003) An experience of interculturality: Student travelers abroad. In G. Alred & M. Byram (Eds.), Languages for intercultural experience and education (pp.101–113). Bristol: Multilingual Matters.
     [Google Scholar]
  44. NAFSA Association of International Educators
    NAFSA Association of International Educators (2016) Trends in US study abroad. Retrieved from www.nafsa.org/Policy_and_Advocacy/Policy_Resources/Policy_Trends_and_Data/Trends_in_U_S__Study_Abroad/
  45. Polanyi, L.
    (1995) Language learning and living abroad. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp.271–291). Amsterdam: John Benjamins. 10.1075/sibil.9.17pol
     https://doi.org/10.1075/sibil.9.17pol [Google Scholar]
  46. Polat, B. , & Kim, Y.
    (2014) Dynamics of complexity and accuracy: A longitudinal case study of advanced untutored development. Applied Linguistics, 35(2), 184–207. 10.1093/applin/amt013
     https://doi.org/10.1093/applin/amt013 [Google Scholar]
  47. Rees, J. , & Klapper, J.
    (2007) Analysing and evaluating the linguistic benefit of residence abroad for UK foreign language students. Assessment & Evaluation in Higher Education, 32(3), 331–353. 10.1080/02602930600801860
     https://doi.org/10.1080/02602930600801860 [Google Scholar]
  48. Saudi Ministry of Higher Education
    Saudi Ministry of Higher Education (2013) Women in higher education: General department for planning & statistics. Retrieved from www.rasit.org/WomeninScience/files/women_in_higher_edu_Saudi_Arabia.pdf
  49. Schauer, G.
    (2009) Interlanguage pragmatic development: The study abroad context. London: Bloomsbury.
     [Google Scholar]
  50. Tracy-Ventura, N. , McManus, K. , Norris, J. M. & Ortega, L.
    (2013) “Repeat as much as you can:” Elicited imitation as a measure of oral proficiency in L2 French. In P. Leclercq , H. Hilton , & A. Edmonds (Eds.), Proficiency assessment issues in SLA research: Measures and practices (pp.143–165). Bristol: Multilingual Matters.
     [Google Scholar]
  51. Trentman, E.
    (2015) Negotiating gendered identities and access to social networks during study abroad in Egypt. In R. Mitchell , N. Tracy-Ventura , & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp.263–280). Paris: Eurosla Monographs.
     [Google Scholar]
  52. UNESCO
    UNESCO (2014) Global flow of tertiary level students. Retrieved from www.uis.unesco.org/Education/Pages/international-student-flow-viz.aspx
  53. Yan, X. , Maeda, Y. , Lv, J. , & Ginther, A.
    (2015) Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis. Language Testing, 33(4), 497–528. 10.1177/0265532215594643
     https://doi.org/10.1177/0265532215594643 [Google Scholar]
/content/journals/10.1075/sar.16009.alf
Loading
Women students from Saudi Arabia in a study abroad programme
Study Abroad Research in Second Language Acquisition and International Education 4, 193 (2019); https://doi.org/10.1075/sar.16009.alf
/content/journals/10.1075/sar.16009.alf
/content/journals/10.1075/sar.16009.alf
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): cultural and social interaction; fluency; second language proficiency

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error