1887
Volume 7, Issue 2
  • ISSN 2405-5522
  • E-ISSN: 2405-5530
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Study abroad (SA), as a high-impact educational practice, entails knowledge and understanding of culture and a travel mindset. While pre-travel orientations assist students in program preparations, the efficacy of such training is unknown and the path for improvement unclear without reflection or feedback. In this article, we report on the design and scoring of an assessment tool focusing on student self-reflection. Over 200 students preparing for SA completed knowledge-based multiple-choice questions, as well as cultural competency and reflection-based free-response questions. This learning-by-doing intervention survey provided data on students’ understanding of host-country logistics, awareness of culture-specific practices, recognition of cultural symbols, and program fit with students’ goals. Student learning outcomes (SLOs) of SA orientation were aggregated primarily by gender, discipline, and SA requirements. Implementing a pre-departure assessment as an instructional tool stimulated reflection and identified discipline- and gender-specific SLOs to assist in designing future orientations for an improved SA experience.

Loading

Article metrics loading...

/content/journals/10.1075/sar.21008.vas
2022-10-03
2022-12-08
Loading full text...

Full text loading...

References

  1. Aba, D.
    (2016) Addressing intercultural experience and academic mobility in higher education. Journal of Intercultural Communication Research, 45(6), 487–502. 10.1080/17475759.2016.1236032
    https://doi.org/10.1080/17475759.2016.1236032 [Google Scholar]
  2. (2019) Investigating higher education students’ intercultural readiness for academic mobility. Study Abroad Research in Second Language Acquisition and International Education, 4(2), 280–304. 10.1075/sar.17008.aba
    https://doi.org/10.1075/sar.17008.aba [Google Scholar]
  3. Allen, H.
    (2010) Language-learning motivation during short-term study abroad: An activity theory perspective. Foreign Language Annals, 43(1), 27–49. 10.1111/j.1944‑9720.2010.01058.x
    https://doi.org/10.1111/j.1944-9720.2010.01058.x [Google Scholar]
  4. Bataller, R.
    (2010) Making a request for a service in Spanish: Pragmatic development in the study abroad setting. Foreign Language Annals, 43(1), 160–175. 10.1111/j.1944‑9720.2010.01065.x
    https://doi.org/10.1111/j.1944-9720.2010.01065.x [Google Scholar]
  5. Bennett, M.
    (1986) Towards ethnorelativism: A developmental model of intercultural sensitivity. InR. Paige (Ed.), Cross-cultural orientation: New conceptualizations and orientation (pp.21–71). University Press of America.
    [Google Scholar]
  6. Berardo, K., & Deardorff, D.
    (2012) Building cultural competence. Stylus.
    [Google Scholar]
  7. Cohen, A., & Shively, R.
    (2007) Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91(2), 189–212. 10.1111/j.1540‑4781.2007.00540.x
    https://doi.org/10.1111/j.1540-4781.2007.00540.x [Google Scholar]
  8. Deardorff, D.
    (2006) Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. 10.1177/1028315306287002
    https://doi.org/10.1177/1028315306287002 [Google Scholar]
  9. (2020) Manual for developing intercultural competencies: Story circles. Routledge.
    [Google Scholar]
  10. Engle, L., & Engle, J.
    (2004) Assessing language acquisition and intercultural sensitivity development in relation to study abroad program design. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 219–236. 10.36366/frontiers.v10i1.142
    https://doi.org/10.36366/frontiers.v10i1.142 [Google Scholar]
  11. Fantini, A. E.
    (2009) Assessing intercultural competence: Issues and tools. InD. K. Deardorff (Ed.), The Sage handbook of intercultural competence (pp.456–476). Sage. 10.4135/9781071872987.n27
    https://doi.org/10.4135/9781071872987.n27 [Google Scholar]
  12. Freed, B., Segalowitz, N., & Dewey, D.
    (2004) Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26(02), 275–301. 10.1017/S0272263104262064
    https://doi.org/10.1017/S0272263104262064 [Google Scholar]
  13. Gore, J. E.
    (2005) Dominant beliefs and alternative voices: Discourse, belief, and gender in American study abroad. Routledge.
    [Google Scholar]
  14. Gorsuch, G.
    (2009) Investigating second language learner self-efficacy and future expectancy of second language use for high-stakes program evaluation. Foreign Language Annals, 42(3), 505–540. 10.1111/j.1944‑9720.2009.01034.x
    https://doi.org/10.1111/j.1944-9720.2009.01034.x [Google Scholar]
  15. Hammer, M. R.
    (2015) The developmental paradigm for intercultural competence. International Journal of Intercultural Relations, 48, 12–13. 10.1016/j.ijintrel.2015.03.004
    https://doi.org/10.1016/j.ijintrel.2015.03.004 [Google Scholar]
  16. Institute of International Education
    Institute of International Education (2020) Profile of U.S. study abroad students, 2000/1-2018-19. Reviewed on3 June 2022fromwww.opendoorsdata.org
  17. Jackson, J.
    (2011) Cultivating cosmopolitan, intercultural citizenship through critical reflection and international, experiential learning. Language and Intercultural Communication, 11(2), 80–96. 10.1080/14708477.2011.556737
    https://doi.org/10.1080/14708477.2011.556737 [Google Scholar]
  18. (2013) The transformation of ‘a frog in the well’: A path to a more intercultural, global mindset. InC. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp.179–204). John Benjamins. 10.1075/lllt.37.08jac
    https://doi.org/10.1075/lllt.37.08jac [Google Scholar]
  19. Kinginger, C.
    (2008) Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92, 1–124. 10.1111/j.1540‑4781.2008.00821.x
    https://doi.org/10.1111/j.1540-4781.2008.00821.x [Google Scholar]
  20. Knisely, K.
    (2021) L/G/B and T: Queer excisions, entailments, and intersections. InJ. Paiz & J. Coda (Eds.), Intersectional perspectives on LGBTQ+ issues in modern language teaching and learning (pp.163–197). Palgrave Macmillan. 10.1007/978‑3‑030‑76779‑2_6
    https://doi.org/10.1007/978-3-030-76779-2_6 [Google Scholar]
  21. Kuh, G.
    (2008) High-impact educational practices: What they are, who has access to them, and why they matter. AAC&U.
    [Google Scholar]
  22. Kuriscak, L., & Kirkwood, K.
    (2018) The role of individual factors in students’ attitudes toward credit-bearing predeparture classes: Implications for practice. InC. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice (pp.493–509). Routledge. 10.4324/9781315639970‑33
    https://doi.org/10.4324/9781315639970-33 [Google Scholar]
  23. La Brack, B., & Bathurst, L.
    (2012) Anthropology, intercultural communication, and study abroad. InM. Vande Berg, R. Paige, & K. Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp.238–258). Stylus.
    [Google Scholar]
  24. Magnan, S., & Back, M.
    (2008) 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]
  25. Martinsen, R.
    (2011) Predicting changes in cultural sensitivity among students of Spanish during short-term study abroad. Hispania, 94(1), 121–141.
    [Google Scholar]
  26. Meier, A. J.
    (2015) The role of noticing in developing intercultural communicative competence. Eurasian Journal of Applied Linguistics, 1(1), 25–38. 10.32601/ejal.460581
    https://doi.org/10.32601/ejal.460581 [Google Scholar]
  27. Norris, J.
    (2016) Language program evaluation. The Modern Language Journal, 100, 169–189. 10.1111/modl.12307
    https://doi.org/10.1111/modl.12307 [Google Scholar]
  28. Pagano, M., & Roselle, L.
    (2009) Beyond reflection: Refraction and international experiential education. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 217–229. 10.36366/frontiers.v18i1.263
    https://doi.org/10.36366/frontiers.v18i1.263 [Google Scholar]
  29. Paige, R., & Goode, M.
    (2009) Intercultural competence in international education administration. InD. Deardorff (Ed.), The Sage handbook of intercultural competence (pp.333–349). Sage. 10.4135/9781071872987.n19
    https://doi.org/10.4135/9781071872987.n19 [Google Scholar]
  30. Paige, R., Cohen, A., & Shively, R.
    (2004) Assessing the impact of a strategies-based curriculum on language and culture learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 253–276. 10.36366/frontiers.v10i1.144
    https://doi.org/10.36366/frontiers.v10i1.144 [Google Scholar]
  31. Paige, R., Cohen, A., Kappler Mikk, B., Chi, J., & Lassegard, J.
    (2003) Maximizing study abroad: A students’ guide to strategies for language and culture learning and use. Center for Advanced Research on Language Acquisition.
    [Google Scholar]
  32. Saldaña, J.
    (2016) The coding manual for qualitative researchers. Sage.
    [Google Scholar]
  33. Savicki, V., Adams, I., Wilde, A., & Binder, F.
    (2008) Intercultural development: Topics and sequences. Frontiers: The Interdisciplinary Journal of Study Abroad, 15(1), 111–126. 10.36366/frontiers.v15i1.222
    https://doi.org/10.36366/frontiers.v15i1.222 [Google Scholar]
  34. Segalowitz, N., & Freed, B.
    (2004) Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(02), 173–199. 10.1017/S0272263104262027
    https://doi.org/10.1017/S0272263104262027 [Google Scholar]
  35. Texas Tech University
    Texas Tech University (2010) Texas Tech University mission statement. Reviewed on3 June 2022fromhttps://www.ttu.edu/about/mission.php
    [Google Scholar]
  36. Trooboff, S., Vande Berg, M., & Rayman, J.
    (2007) Employer attitudes toward study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 15(1), 17–34. 10.36366/frontiers.v15i1.214
    https://doi.org/10.36366/frontiers.v15i1.214 [Google Scholar]
  37. Vande Berg, M., Paige, R., & Lou, K.
    (2012) Student learning abroad. Stylus.
    [Google Scholar]
  38. Vouillemin, D.
    (2020) Business cultural training in a globalized economy. Training, Language and Culture, 4(1), 33–43. 10.22363/2521‑442X‑2020‑4‑1‑33‑43
    https://doi.org/10.22363/2521-442X-2020-4-1-33-43 [Google Scholar]
  39. Williams, T.
    (2005) Exploring the impact of study abroad on students’ intercultural communication skills: Adaptability and sensitivity. Journal of Studies in International Education, 9(4), 356–371. 10.1177/1028315305277681
    https://doi.org/10.1177/1028315305277681 [Google Scholar]
  40. Yngve, K., & Tort, J. M.
    (2019) Purdue GEARE report: Assessing “soft-skill” development in engineering students. HubICL. Reviewed on3 June 2022fromhttps://hubicl.org/publications/76/1
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/sar.21008.vas
Loading
/content/journals/10.1075/sar.21008.vas
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