Study Abroad Research in Second Language Acquisition and International Education - Volume 7, Issue 2, 2022

Participants in study abroad (SA) programs (sojourners) are often encouraged to blog as a form of reflective writing, yet little is known about this practice. Generally, reflection facilitates sojourners’ engagement in their personal and professional growth. Drawing from two different but complementary frameworks, we analyzed blogs from 51 sojourners in short-term SA volunteer teaching placements to examine the reflection that occurred through their writing. The two frameworks revealed different aspects of blogging practices: types of reflection (Maarof, 2007) were primarily descriptive, but intercultural communicative competence learning (Elola & Oskoz, 2008) examples were more numerous and varied, documenting sojourners’ navigation of culture in SA. Sojourners did not typically use their blogs for dialogic or critical reflection, instead chronicling experiences or representing reflection as completed actions. Although blogging can be useful for reflection in SA, the results from this study suggest that careful scaffolding may be necessary to encourage critical reflection.

Thirty-seven second language (L2) learners of Japanese (21 L1 English, 16 L1 Chinese) participated in an eight-week study abroad (SA) program to Japan. Pre- and post-SA oral proficiency interviews were used for ACTFL-level assessments and ratings of component skills (pronunciation, fluency, grammatical accuracy, vocabulary/content, interaction skills). Surveys measured socio-affective variables and L2 engagement (using a modified Language Contact Profile). Thirty-six participants increased in ACTFL level. Both L1 groups showed a significant increase in component skills and perceived competence. For L1 Chinese participants, pre-SA perceived competence significantly correlated with time spent in brief exchanges using Japanese. For L1 English participants, gains in interaction scores remained significant after controlling for the significant increase in positive communication affect. Thematic analysis of participants’ journals revealed the homestay environment was the nexus of activities supporting communication skill development through exchanges of viewpoints and culture learning, frequently over dinner. Homestays also contributed to developing greater L2 speaking confidence.

Employing an ecological framework, this study explores learners’ visual representation of their language learning practices and environments beyond the classroom in an Australian context. Specifically, this study’s aim is to better understand the features of individual language learning environments, the role of self-reflection, and the affordances involved in the construction of these environments. One hundred and seventy international students enrolled in English Language Intensive Courses for Overseas Students (ELICOS) in Sydney drew mind maps on “Activities to improve my English in Australia.” The mind maps were analyzed thematically using NVivo 11 software and subsequent themes were developed. Findings showed individual differences in features of language learning environments, learners’ perceptions of their affordances, and insight into the degree of learner agency as seen from the visualization. This article closes by discussing the implications for using such visual materials in second language pedagogy in order to understand student language learning beyond the classroom.

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.