1887
Volume 2, Issue 1
  • ISSN 2405-5522
  • E-ISSN: 2405-5530
GBP
Buy:£15.00 + Taxes

Abstract

The number of Chinese students who are joining international exchange programs has increased significantly in recent years, with the majority enrolling in English-medium courses in the host country. To better understand how to prepare and support their learning, the present study investigated the developmental trajectories of 149 students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country. By way of questionnaire surveys, in-depth interviews, and document analysis (e.g., study plans, responses to email prompts), this mixed methods inquiry tracked their evolving attitudes, motivation, and depth of investment in language and intercultural learning. As well as individual differences, the findings brought to light environmental factors that led to differing outcomes. While some participants developed more self-efficacy in English and meaningful intercultural friendships, others found it difficult to overcome language and cultural barriers, suggesting the need for interventions to bolster language enhancement and intercultural engagement.

Loading

Article metrics loading...

/content/journals/10.1075/sar.2.1.04jac
2017-06-29
2018-10-18
Loading full text...

Full text loading...

References

  1. Allen, H. W.
    (2013) Self-regulatory strategies of foreign language learners: From the classroom to study abroad and beyond. In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp.47–72). Amsterdam: John Benjamins. doi: 10.1075/lllt.37.03wil
    https://doi.org/10.1075/lllt.37.03wil [Google Scholar]
  2. Bandura, A.
    (1994) Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol.4; pp.71–81). New York, NY: Academic Press.
    [Google Scholar]
  3. Bazeley, P. , & Jackson, K.
    (2013) Qualitative data analysis with NVivo (2nd ed.). Thousand Oaks, CA: Sage.
    [Google Scholar]
  4. Berry, J. W. , Poortinga, Y. H. , Breugelmans, S. M. , Chasiotis, A. , & Sam, D. L.
    (2011) Cross-cultural psychology: Research and applications (3rd ed.). Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511974274
    https://doi.org/10.1017/CBO9780511974274 [Google Scholar]
  5. British Council
    British Council (2013) The future of the world’s mobile students to 2012. Retrieved from: ihe.britishcouncil.org/educationintelligence/future-world-mobile-students-2024
  6. Coleman, J.
    (2013) Researching whole persons and whole lives. In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp.17–44), Amsterdam: John Benjamins. doi: 10.1075/lllt.37.02col
    https://doi.org/10.1075/lllt.37.02col [Google Scholar]
  7. Creswell, J. W.
    (2014) Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
    [Google Scholar]
  8. Creswell, J. W. , & Plano Clark, V. L.
    (2011) Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
    [Google Scholar]
  9. Dörnyei, Z.
    (2009) The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.9–42). Bristol: Multilingual Matters.
    [Google Scholar]
  10. Dörnyei, Z. , Alastair, H. , & MacIntrye, P.
    (2015) Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation, In Z. Dörnyei , H. Alastair , & P. MacIntyre (Eds.), Motivational dynamics in language learning (pp.1–10). Bristol: Multilingual Matters.
    [Google Scholar]
  11. Ehrman, M. E.
    (1996) Understanding second language acquisition. Oxford: Oxford University Press.
    [Google Scholar]
  12. Gardner, R. C.
    (1985) Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
    [Google Scholar]
  13. (2010) Motivation and second language acquisition: The socio-educational model. Bern: Peter Lang.
    [Google Scholar]
  14. Garrett, P.
    (2010) Attitudes to language. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511844713
    https://doi.org/10.1017/CBO9780511844713 [Google Scholar]
  15. Graham, S. , & Weiner, B.
    (1995) Theories and principles of motivation. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp.63–84). New York, NY: MacMillan.
    [Google Scholar]
  16. Grbich, C.
    (2013) Qualitative Data Analysis (2nd ed.). London: Sage.
    [Google Scholar]
  17. Gregersen, T. , & MacIntyre, P. D.
    (2014) Capitalizing on language learners’ individuality: From premise to practice. Bristol: Multilingual Matters.
    [Google Scholar]
  18. Howard, M.
    (2011) Input perspectives on the role of learning context in second language acquisition: An Introduction to the special issue, International Review of Applied Linguistics in Language Teaching49(2), 71–82. doi: 10.1515/iral.2011.004
    https://doi.org/10.1515/iral.2011.004 [Google Scholar]
  19. (2012) The advanced learner’s sociolinguistic profile. On issues of individual differences, L2 exposure conditions and type of sociolinguistic variable. The Modern Language Journal, 96(1), 20–33. doi: 10.1111/j.1540‑4781.2012.01293.x
    https://doi.org/10.1111/j.1540-4781.2012.01293.x [Google Scholar]
  20. Isabelli-García, C.
    (2006) Study abroad social networks, motivation, and attitudes: Implications for second language acquisition, In M. A. Dufon & E. Churchill (Eds.), Language learners in study abroad contexts (pp.231–58). Clevedon, UK: Multilingual Matters.
    [Google Scholar]
  21. Ivankova, N. V. , Creswell, J. W. , & Stick, S. L.
    (2006) Using mixed-methods sequential explanatory design: From theory to practice. Field methods, 18(1), 3–20. doi: 10.1177/1525822X05282260
    https://doi.org/10.1177/1525822X05282260 [Google Scholar]
  22. Ivankova, N. V. & Greer, J. L.
    (2015) Mixed methods research and analysis. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics (pp.63–81). London: Bloomsbury.
    [Google Scholar]
  23. Jackson, J.
    (2012) Education abroad. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp.449–63). London: Routledge.
    [Google Scholar]
  24. (2015a) Preparing students for the global workplace: The impact of a semester abroad. Language and Intercultural Communication, 15(1), 76–91. doi: 10.1080/14708477.2014.985307
    https://doi.org/10.1080/14708477.2014.985307 [Google Scholar]
  25. (2015b) Becoming interculturally competent: Theory to practice in international education. International Journal of Intercultural Relations, 48, 91–107. doi: 10.1016/j.ijintrel.2015.03.012
    https://doi.org/10.1016/j.ijintrel.2015.03.012 [Google Scholar]
  26. (2016a) The language use, attitudes, and motivation of Chinese students prior to a semester-long sojourn in an English-speaking environment. Study Abroad Research in Second Language Acquisition and International Education, 1(1), 4–33.
    [Google Scholar]
  27. (2016b) Encountering unfamiliar educational practices abroad: Opportunities or obstacles?, In D. M. Velliaris & D. Coleman-George (Eds.), Handbook of research on study abroad programs and outbound mobility (pp.138–163). Hershey, PA: IGI Global.
    [Google Scholar]
  28. Kinginger, C.
    (2009) Language learning and study abroad: A critical reading of research. Houndmills: Palgrave Macmillan. doi: 10.1057/9780230240766
    https://doi.org/10.1057/9780230240766 [Google Scholar]
  29. (2013) Introduction: Social and cultural aspects of language learning in study abroad, In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp.1–15). Amsterdam: John Benjamins. doi: 10.1075/lllt.37.01kin
    https://doi.org/10.1075/lllt.37.01kin [Google Scholar]
  30. Krzaklewska, E.
    (2008) Why study abroad? An analysis of Erasmus students’ motivations, In M. Byram & F. Dervin (Eds.), Students, staff and academic mobility in higher education (pp.82–98). Newcastle upon Tyne: Cambridge Scholars.
    [Google Scholar]
  31. MacIntyre, P. D. , Clément, R. , Dörnyei, Z. , & Noels, K. A.
    (1998) Conceptualizing willingness to communicate in a second language: A situational model of second language confidence and affiliation. The Modern Language Journal, 82(4), 545–62. doi: 10.1111/j.1540‑4781.1998.tb05543.x
    https://doi.org/10.1111/j.1540-4781.1998.tb05543.x [Google Scholar]
  32. Miles, M. B. , Huberman, A. M. , & Saldana, J.
    (2013) Qualitative data analysis (3rd ed.). Thousand Oaks, CA: Sage.
    [Google Scholar]
  33. Mills, N.
    (2014) Self-efficacy in second language acquisition, In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp.6–22). Bristol: Multilingual Matters.
    [Google Scholar]
  34. Office of Academic Links (OAL)
    Office of Academic Links (OAL) (n.d.). Study abroad & exchanges for visiting students: Orientation / buddy programme. Retrieved on7 February 2016, from www.oal.cuhk.edu.hk/index.php/study-abroad-a-exchanges-for-visiting-students/term-time-exchangestudy-abroad/preparing-to-come-to-cuhk/orientation-buddy-programme
  35. Pavlenko, A.
    (2002) Poststructuralist approaches to the study of social factors in second language learning and use. In V. Cook (Ed.), Portraits of the L2 user (pp.277–302). Clevedon, UK: Multilingual Matters.
    [Google Scholar]
  36. (2007) Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2), 163–88. doi: 10.1093/applin/amm008
    https://doi.org/10.1093/applin/amm008 [Google Scholar]
  37. Riazi, A. M.
    (2016) The Routledge encyclopedia of research methods in applied linguistics: Quantitative, qualitative, and mixed-methods research. Abingdon, UK: Routledge.
    [Google Scholar]
  38. Rubio, F. D.
    (2014) Self-esteem and self-concept in foreign language learning. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp.41–58). Bristol: Multilingual Matters.
    [Google Scholar]
  39. Sampasivam, S. , & Clément, R.
    (2014) The dynamics of second language confidence: Contact and interaction, In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp.23–40). Bristol: Multilingual Matters.
    [Google Scholar]
  40. Teddlie, C. , & Tashakkori, A.
    (2010) Overview of contemporary issues in mixed methods research. In Tashakkori, A. & Teddlie, C. (Eds.), Handbook of mixed methods in social and behavioral research (2nd ed.) (pp.1–41). Thousand Oaks, CA: Sage. doi: 10.4135/9781506335193.n1
    https://doi.org/10.4135/9781506335193.n1 [Google Scholar]
  41. Ushioda, E.
    (2008) Motivation and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp.19–34). Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511497667.004
    https://doi.org/10.1017/CBO9780511497667.004 [Google Scholar]
  42. (2014) Motivational perspectives on the self in SLA: A developmental view. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp.127–41). Bristol: Multilingual Matters.
    [Google Scholar]
  43. Vande Berg, M. , Paige, R. M. , & Lou, K. H.
    (2012) Student learning abroad: Paradigms and assumptions. In M. Vande Berg , R. M. Paige , & K. H. Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp.3–28). Sterling, VA: Stylus.
    [Google Scholar]
  44. Ward, C. A. , Bochner, S. , & Furnham, A.
    (2001) The psychology of culture shock. London: Routledge.
    [Google Scholar]
  45. Yashima, T. , Zenuk-Nishide, L. , & Shimizu, K.
    (2004) The influence of attitudes and effect on willingness to communicate and second language communication. Language Learning, 54, 119–152. doi: 10.1111/j.1467‑9922.2004.00250.x
    https://doi.org/10.1111/j.1467-9922.2004.00250.x [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/sar.2.1.04jac
Loading
/content/journals/10.1075/sar.2.1.04jac
Loading

Data & Media loading...

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