1887
Volume 3, Issue 2
  • ISSN 2405-5522
  • E-ISSN: 2405-5530
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Direct effects of participation in study abroad on linguistic proficiency have been notoriously difficult to differentiate from mere participant, time and study effects. This study examines English proficiency gains among 136 advanced-level German university students who applied for an ERASMUS exchange and either studied at a British university or continued to study at home. Participants completed C-tests of English language proficiency and comprehensive questionnaires at baseline, after three and nine months. After the first three months, those studying abroad had made significantly higher proficiency gains than the ERASMUS applicants who continued to study at home. During the subsequent six months, linguistic progress among the study abroad participants slowed and between-group differences were no longer significant. The results further substantiate hypotheses on significant linguistic benefits of participation in study abroad for advanced L2 learners, while also highlighting the need to facilitate sustained linguistic progress among exchange students, particularly during more extended stays.

Loading

Article metrics loading...

/content/journals/10.1075/sar.16020.hes
2018-10-12
2024-09-07
Loading full text...

Full text loading...

References

  1. Allen, H. W. , & Herron, C.
    (2003) A mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36(3), 370–385.10.1111/j.1944‑9720.2003.tb02120.x
    https://doi.org/10.1111/j.1944-9720.2003.tb02120.x [Google Scholar]
  2. Allison, P. D.
    (1990) Change scores as dependent variables in regression analysis. Sociological Methodology, 20, 93–114.10.2307/271083
    https://doi.org/10.2307/271083 [Google Scholar]
  3. Asano, Y.
    (2014) Misst ein C-Test das, was er messen soll?In R. Grotjahn (Ed.), Language testing and evaluation, Volume 34: Der C-Test/The C-Test: Aktuelle Tendenzen/Current trends (pp.76–98). Frankfurt: Peter Lang.
    [Google Scholar]
  4. Avello, P. , & Lara, A. R.
    (2014) Phonological development in L2 speech production during study abroad programmes differing in length of stay. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp.137–166). Amsterdam: John Benjamins.
    [Google Scholar]
  5. Babaii, E. , & Ansary, H.
    (2001) The C-test: A valid operationalization of reduced redundancy principle?System, 29(2), 209–219.10.1016/S0346‑251X(01)00012‑4
    https://doi.org/10.1016/S0346-251X(01)00012-4 [Google Scholar]
  6. Bandura, A.
    (2006) Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents, Vol.5 (pp.307–337). Greenwich, CT: Information Age Publishing.
    [Google Scholar]
  7. Blair, I. V. , Park, B. , & Bachelor, J.
    (2003) Understanding intergroup anxiety: Are some people more anxious than others?Group Processes and Intergroup Relations, 6, 15–169.10.1177/1368430203006002002
    https://doi.org/10.1177/1368430203006002002 [Google Scholar]
  8. Beattie, J. , Valls-Ferrer, M. , & Pérez-Vidal, C.
    (2014) Listening performance and onset level in formal instruction and study abroad. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp.195–216). Amsterdam: John Benjamins.
    [Google Scholar]
  9. Carroll, J. B.
    (1967) Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1(2), 131–151.10.1111/j.1944‑9720.1967.tb00127.x
    https://doi.org/10.1111/j.1944-9720.1967.tb00127.x [Google Scholar]
  10. Clément, R.
    (1986) Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology, 5, 271–290.10.1177/0261927X8600500403
    https://doi.org/10.1177/0261927X8600500403 [Google Scholar]
  11. Cohen, J.
    (1988) Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  12. Coleman, J. A.
    (1996) Studying languages: A survey of British and European students: The proficiency, background, attitudes and motivations of students of foreign languages in the United Kingdom and Europe. London: CILT.
    [Google Scholar]
  13. (1998) Language learning and study abroad: The European perspective. Frontiers: The Interdisciplinary Journal of Study Abroad, 4(2), 167–203.
    [Google Scholar]
  14. Collentine, J.
    (2004) The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26(2), 227–248.10.1017/S0272263104262040
    https://doi.org/10.1017/S0272263104262040 [Google Scholar]
  15. (2009) Study abroad research: Findings, implications, and future directions. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp.218–233). Hoboken, NJ: John Wiley & Sons.10.1002/9781444315783.ch13
    https://doi.org/10.1002/9781444315783.ch13 [Google Scholar]
  16. Dalecki, M. , & Willits, F. K.
    (1991) Examining change using regression analysis: Three approaches compared. Sociological Spectrum, 11(2), 127–145.10.1080/02732173.1991.9981960
    https://doi.org/10.1080/02732173.1991.9981960 [Google Scholar]
  17. DeKeyser, R.
    (1991) Foreign language development during a semester abroad. In B. Freed (Ed.), Foreign language acquisition research and the classroom (pp.104–199). Lexington: Heath.
    [Google Scholar]
  18. DeKeyser, R. M.
    (2014) Research on language development during study abroad. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp.313–326). Amsterdam: John Benjamins.
    [Google Scholar]
  19. Dewey, D. P.
    (2004) A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Studies in Second Language Acquisition, 26(2), 303–327.10.1017/S0272263104262076
    https://doi.org/10.1017/S0272263104262076 [Google Scholar]
  20. (2007) Japanese vocabulary acquisition by learners in three contexts. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 127–148.
    [Google Scholar]
  21. Díaz-Campos, M.
    (2004) Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition, 26(2), 249–273.10.1017/S0272263104262052
    https://doi.org/10.1017/S0272263104262052 [Google Scholar]
  22. Dörnyei, Z. , & Katona, L.
    (1992) Validation of the C-test amongst Hungarian EFL learners, Language Testing, 9, 187–206.10.1177/026553229200900206
    https://doi.org/10.1177/026553229200900206 [Google Scholar]
  23. Dyson, A. P.
    (1988) The year abroad: The effect on linguistic competence of the year spent abroad by students studying French, German and Spanish at degree level. London: Central Bureau for Educational Visits and Exchanges.
    [Google Scholar]
  24. Eckes, T. , & Grotjahn, R.
    (2006) A closer look at the construct validity of C-tests. Language Testing, 23(3), 290–312.10.1191/0265532206lt330oa
    https://doi.org/10.1191/0265532206lt330oa [Google Scholar]
  25. Efron, B. , & Tibshirani, R. J.
    (1993) An Introduction to the bootstrap. New York, NY: Chapman & Hall.10.1007/978‑1‑4899‑4541‑9
    https://doi.org/10.1007/978-1-4899-4541-9 [Google Scholar]
  26. European Commission
    European Commission (2014) ERASMUS+ Programme Guide (Version 2). Brussels: Directorate General Education and Culture.
    [Google Scholar]
  27. European Commission
    European Commission (2015a) On the way to ERASMUS+. A statistical overview of the Erasmus Programme in 2012–13. Luxembourg: Publications Office of the European Union.
    [Google Scholar]
  28. European Commission
    European Commission (2015b) ERASMUS – Facts, figures & trends. The European Union support for student and staff exchanges and university cooperation in 2013–2014. Luxembourg: Publications Office of the European Union
    [Google Scholar]
  29. European Union
    European Union (2014) ERASMUS impact study. Effects of mobility on the skills and employability of students and the internationalisation of higher education institutions. Luxembourg: Publications Office of the European Union.
    [Google Scholar]
  30. Freed, B. F.
    (1995) What makes us think that students who study abroad become fluent?In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp.123–148). Amsterdam: John Benjamins.10.1075/sibil.9.09fre
    https://doi.org/10.1075/sibil.9.09fre [Google Scholar]
  31. (1998) An overview of issues and research in language learning in a study abroad setting. Frontiers: The Interdisciplinary Journal of Study Abroad, 4(2), 31–60.
    [Google Scholar]
  32. Grey, S. , Serafini, E. J. , Cox, J. G. , & Sanz, C.
    (2015) The role of individual differences in the study abroad context: Cognitive capacity and language development during short-term intensive language exposure. The Modern Language Journal, 99(1), 137–157.10.1111/modl.12190
    https://doi.org/10.1111/modl.12190 [Google Scholar]
  33. Grotjahn, R.
    (2010) Der C-Test: Beiträge aus der aktuellen Forschung. Einleitung und Übersicht über den Band. In R. Grotjahn (Ed.), The C-Test: Contributions from current research (pp.viiii–xxix). Frankfurt: Peter Lang.
    [Google Scholar]
  34. (2014) Der C-Test: Aktuelle Tendenzen/The C-Test: Current trends. Frankfurt: Peter Lang.10.3726/978‑3‑653‑04578‑9
    https://doi.org/10.3726/978-3-653-04578-9 [Google Scholar]
  35. Hessel, G.
    (2015) From vision to action: Inquiring into the conditions for the motivational capacity of ideal second language selves. System, 52, 103–114.10.1016/j.system.2015.05.008
    https://doi.org/10.1016/j.system.2015.05.008 [Google Scholar]
  36. Howard, M.
    (2000) Foreign language learners who venture abroad are better than learners who don’t, right? On the role of ‘study abroad’ in second language acquisition. Pages, 7, 75–87.
    [Google Scholar]
  37. (2001) The effects of study abroad on the L2 learner’s structural skills: Evidence from advanced learners of French. Eurosla Yearbook, 1, 123–141.10.1075/eurosla.1.11how
    https://doi.org/10.1075/eurosla.1.11how [Google Scholar]
  38. (2003) The effects of study abroad on the formal expression of past time by the advanced language learner. Teangeolas, 40, 45–54.
    [Google Scholar]
  39. (2004) The effects of a ‘year abroad’ programme on the development of verb morphology for the expression of past time: A lexical approach. Teanga: The Irish Yearbook of Applied Linguistics, 20, 29–52.
    [Google Scholar]
  40. (2005) Second language acquisition in a study abroad context: A comparative investigation of the effects of study abroad and foreign language instruction on the L2 learner’s grammatical development. In A. Housen & M. Pierrard (Eds.), Investigations in Instructed Second Language Acquisition (pp.495–530). Berlin: Mouton deGruyter.10.1515/9783110197372.4.495
    https://doi.org/10.1515/9783110197372.4.495 [Google Scholar]
  41. Huebner, T.
    (1995) The effects of overseas language programs: Report on a case study of an intensive Japanese course. In B. Freed (Ed.), Second language acquisition in a study abroad context (171–193). Amsterdam: John Benjamins.10.1075/sibil.9.11hue
    https://doi.org/10.1075/sibil.9.11hue [Google Scholar]
  42. Juan-Garau, M. , Salazar-Noguera, J. , & Prieto-Arranz, J. I.
    (2014) English L2 learners’ lexico-grammatical and motivational development at home and abroad. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp.235–258). Amsterdam: John Benjamins.
    [Google Scholar]
  43. Kabbazbashi, N.
    (2013) An investigation into the effects of topic and background knowledge of topic on second language speaking performance assessment in language proficiency interviews (Unpublished doctoral dissertation). Oxford University, Worcester College.
    [Google Scholar]
  44. Keijzer, M.
    (2007) Last in first out? An investigation of the regression hypothesis in Dutch emigrants in Anglophone Canada (Unpublished doctoral dissertation). Vrije Universiteit, Amsterdam (LOT dissertation series Nr. 163).
    [Google Scholar]
  45. Kinginger, C.
    (2008) Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal Monograph Series, Vol.1.
    [Google Scholar]
  46. (2015) Language learning and study abroad (2nd ed.). Houndmills: Palgrave Macmillan.
    [Google Scholar]
  47. Maiworm, F. , & Teichler, U.
    (2002) The students’ experience. In U. Teichler (Ed.), ERASMUS in the SOCRATES programme (pp.83–116). Bonn: Lemmens.
    [Google Scholar]
  48. Marriott, H.
    (1995) The acquisition of politeness patterns by exchange students in Japan. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp.197–224). Amsterdam: John Benjamins.10.1075/sibil.9.13mar
    https://doi.org/10.1075/sibil.9.13mar [Google Scholar]
  49. Milton, J. , & Meara, P.
    (1995) How periods abroad affect vocabulary growth in a foreign language. ITL Review of Applied Linguistics, 107/108, 17–34.10.1075/itl.107‑108.02mil
    https://doi.org/10.1075/itl.107-108.02mil [Google Scholar]
  50. Mitchell, R. , Tracy-Ventura, N. , & McManus, K.
    (Eds.) (2015) Social interaction, identity and language learning during residence abroad. Eurosla Monographs Series, Vol.4. European Second Language Association.
    [Google Scholar]
  51. Möhle, D. , & Raupach, M.
    (1983) Planen in der Fremdsprache. Frankfurt: Peter Lang.
    [Google Scholar]
  52. Mora, J. C.
    (2014) The role of onset level on L2 perceptual phonological development after formal instruction and study abroad. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp.167–194). Amsterdam: John Benjamins.
    [Google Scholar]
  53. Opper, S. , Teichler, U. , & Carlson, J.
    (1990) The impact of study abroad programmes on students and graduates. London: Jessica Kingsley.
    [Google Scholar]
  54. Pérez-Vidal, C.
    (2014) Study abroad and formal instruction contrasted: The SALA project. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp.17–58). Amsterdam: John Benjamins.
    [Google Scholar]
  55. Pérez-Vidal, C. , & Barquin, E.
    (2014) Comparing progress in academic writing after formal instruction and study abroad. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp.217–234). Amsterdam: John Benjamins.
    [Google Scholar]
  56. Raatz, U. , & Klein-Braley, C.
    (1982) The C-test – a modification of the cloze procedure. In T. Culhane , C. Klein-Braley , & D. K. Stevenson (Eds.), Practice and problems in language testing (pp.113–138). Colchester: University of Essex, Department of Language and Linguistics.
    [Google Scholar]
  57. Rees, J. , & Klapper, J.
    (2007) Analysing and evaluating the linguistic benefit of residence abroad for UK foreign language students. Assessment and Evaluation in Higher Education, 32(3), 331–353.10.1080/02602930600801860
    https://doi.org/10.1080/02602930600801860 [Google Scholar]
  58. Regan, V.
    (1995) The acquisition of sociolinguistic native speech norms. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp.245–267). Amsterdam: John Benjamins.10.1075/sibil.9.15reg
    https://doi.org/10.1075/sibil.9.15reg [Google Scholar]
  59. Regan, V. , Howard, M. , & Lemée, I.
    (2009) The acquisition of sociolinguistic competence in a study abroad context. Clevedon: Multilingual Matters.
    [Google Scholar]
  60. Schauer, G. A.
    (2007) Finding the right words in the study abroad context: The development of German learners’ use of external modifiers in English. Intercultural Pragmatics, 4(2), 193–220.10.1515/IP.2007.011
    https://doi.org/10.1515/IP.2007.011 [Google Scholar]
  61. Segalowitz, N. , & Freed, B. F.
    (2004) Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(2), 173–199.10.1017/S0272263104262027
    https://doi.org/10.1017/S0272263104262027 [Google Scholar]
  62. Serrano, R. , Llanes, À. , & Tragant, E.
    (2011) Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39, 133–143.10.1016/j.system.2011.05.002
    https://doi.org/10.1016/j.system.2011.05.002 [Google Scholar]
  63. Singleton, D. , & Singleton, E.
    (2002) The C-test and L2 acquisition/processing research. In J. Coleman , R. Grotjahn , & U. Raatz (Eds.), University language testing and the C-test (pp. 143–168). Bochum: AKS Verlag.
    [Google Scholar]
  64. Spolsky, B.
    (1981) Some ethical questions about language testing. In C. Klein-Braley and D. K. Stevenson (Eds.), Practice and problems in language testing (pp.186–213). Frankfurt: Peter Lang.
    [Google Scholar]
  65. Sutton, R. C. , Miller, A. N. , & Rubin, D. L.
    (2007) Research design in assessing learning outcomes of education abroad programs. In M. C. Bolen (Ed.), A guide to outcomes assessment in education abroad (pp.23–59). Carlisle, PA: The Forum on Education Abroad.
    [Google Scholar]
  66. Taguchi, N.
    (2011) The effect of L2 proficiency and study-abroad experience in pragmatic comprehension. Language Learning, 61, 904–939.10.1111/j.1467‑9922.2011.00633.x
    https://doi.org/10.1111/j.1467-9922.2011.00633.x [Google Scholar]
  67. Taylor, W. L.
    (1953) Cloze procedure: A new tool for measuring readability. Journalism Quarterly, 30, 415–433.
    [Google Scholar]
  68. Teichler, U.
    (1997) The ERASMUS experience. Major findings of the ERASMUS evaluation research. Luxembourg: Office for Official Publications of the European Communities.
    [Google Scholar]
  69. (2004) Temporary study abroad: The life of ERASMUS students. European Journal of Education, 39(4), 395–408.10.1111/j.1465‑3435.2004.00193.x
    https://doi.org/10.1111/j.1465-3435.2004.00193.x [Google Scholar]
  70. Theobald, R. & Freeman, S.
    (2014) Is it the intervention or the students? Using linear regression to control for student characteristics in undergraduate STEM education research. CBE – Life Sciences Education, 13, 41–48.10.1187/cbe‑13‑07‑0136
    https://doi.org/10.1187/cbe-13-07-0136 [Google Scholar]
  71. Ushioda, E.
    (2014) Motivation, autonomy and metacognition. Exploring their interactions. In D. Lasagabaster , A. Doiz , & J. -M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice. Amsterdam: John Benjamins.
    [Google Scholar]
  72. Valls-Ferrer, M. , & Mora, J. C.
    (2014) L2 fluency development in formal instruction and study abroad: The role of initial fluency level and language contact. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp.111–136). Amsterdam: John Benjamins.
    [Google Scholar]
  73. Verkuyten, M. , Thijs, J. , & Bekhuis, H.
    (2010) Intergroup contact and ingroup reappraisal: Examining the deprovincialization thesis. Social Psychological Quarterly, 73, 398–416.10.1177/0190272510389015
    https://doi.org/10.1177/0190272510389015 [Google Scholar]
  74. Wächter, B. , & Maiworm, F.
    (2015) English-taught programmes in European higher education. The State of play in 2014. Bonn: Lemmens.
    [Google Scholar]
  75. Willis, F. M. , Doble, G. , Sankarayya, U. , & Smithers, A.
    (1977) Residence abroad and the student of modern languages: A preliminary survey. Bradford: University of Bradford, Modern Languages Centre.
    [Google Scholar]
/content/journals/10.1075/sar.16020.hes
Loading
/content/journals/10.1075/sar.16020.hes
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): advanced learners; ERASMUS; L2 proficiency; linguistic outcomes; study abroad
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