Study Abroad, Identity, and Attitude towards the English Language

2019 ◽  
pp. 157-181
Author(s):  
Yoko Nogami
Keyword(s):  
Study Abroad ◽  
English Language

Japanese English Majors’ Experiences and Attitudes to Study Abroad: A Case Study of Students at a Private University in Tokyo

2020 ◽  
Vol 13 (2) ◽  
pp. 38-52
Author(s):  
Anthony Tobin
Keyword(s):  
Study Abroad ◽  
English Language ◽  
Private University ◽  
Studying Abroad ◽  
Short Term Study ◽  
Overseas Travel ◽  
Recent Trends ◽  
English Speaking ◽  
Japanese English

This study investigates both the benefits of and recent trends in studying abroad for Japanese students and examines the results of a survey on study abroad taken by students majoring in English at a private university in Tokyo. Statistics from JASSO showed that the trend in study abroad before 2020 was for an increasing number of Japanese university students to spend a period of time studying abroad, though most of the increase was in short-term study. The English language questionnaire sought to discover what proportion of a group of seventy-two students had already studied abroad, or planned to do so, and to establish whether those who had gained experience had benefited from it, as well as detailing student anxieties which may have deterred students from studying abroad. The survey on study abroad, taken in January 2018, had a 100% response rate. Twenty-three (32%) of the students answered that they had already studied abroad, mostly for short durations in English-speaking countries. Most of the students who studied abroad had a positive experience, reputedly improved their English skills and recommended that other students study abroad. Twenty-six (53%) of the students without study abroad experience were planning to study abroad, even though they had some issues which concerned them, such as their ability to communicate in English, personal safety, and financial matters. The main reason for not electing to study abroad for this particular sample was found to be related to the overall costs of overseas travel, accommodation, and tuition. この研究では日本人学生に対する留学の利点および最近の留学の傾向を調べ、さら に東京の私立大学で英語を専攻している学生に対して実施した留学についての調査 の結果を検討している。JASSO の統計によると、２０２０年までは留学する日本人 大学生の数は増加傾向であったが、そのほとんどは短期留学であった。英語で行わ れたアンケート調査の目的は、著者の三つのクラスの７２名の学生のうちの何割が 留学経験がある、もしくは留学の予定があるか、またすでに留学した学生はその経 験から恩恵を受けたと感じているか、学生は留学をするにあたってどのような不安 を持つか、さらに留学しないと答えた学生の場合は留学しない理由を明らかにする ことである。２０１８年１月に行われた調査の回答率は１００パーセントであっ た。２３人（３２パーセント）の学生は留学経験があり、ほとんどの場合が英語圏 の国への短期留学である。留学経験のある学生の大半数が有益な経験ができ、英語 力が上達したと感じており、他の学生に留学を勧めると答えている。留学経験のな い学生の２６人（５３パーセント）が留学する予定だが、英語のコミュニケーショ ン、安全、金銭などについて不安を感じていた。留学しない理由については、旅 費、宿泊代、授業料など経済的な理由が大半であった。

scholarly journals Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

2020 ◽  
Vol 10 (1) ◽  
pp. 181-202
Author(s):  
Meiren Chen ◽  
Hyeyoung Bang
Keyword(s):  
Academic Success ◽  
Study Abroad ◽  
Undergraduate Students ◽  
English Language ◽  
East Asian ◽  
Asian Students ◽  
Proficiency Tests ◽  
Undergraduate Study ◽  
East Asian Students ◽  
The U.S

We use grounded theory as a framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with twelve participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is highly involved with their preparation for study abroad and their undergraduate study in the U.S, are two core categories affecting East Asian students’ academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the U.S., which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context.

What difference does it make?

2018 ◽  
Vol 3 (2) ◽  
pp. 191-219 ◽  
Author(s):  
Gianna Hessel ◽  
Robert Vanderplank
Keyword(s):  
Study Abroad ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Group Differences ◽  
Exchange Students ◽  
Advanced Level ◽  
Studying Abroad ◽  
Linguistic Proficiency ◽  
At Home

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.

scholarly journals Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography

2019 ◽  
Author(s):  
Pramod Sah
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
English Language ◽  
Native Speaker ◽  
Personal Narratives ◽  
Academic Discourse ◽  
Power Dynamics ◽  
Adjustment Difficulties ◽  
The Uk ◽  
Discourse Socialization

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.

scholarly journals The role virtual exchange could play in helping prepare students for real-life study abroad

2020 ◽  
pp. 165-177
Author(s):  
Andrew Ryan
Keyword(s):  
Study Abroad ◽  
English Language ◽  
Culture Shock ◽  
Real Life ◽  
Financial Assistance ◽  
Intercultural Awareness ◽  
National Education ◽  
Life Study ◽  
Studying Abroad ◽  
Before And After

More and more Japanese students are studying abroad and the Japanese government has set a target of 180,000 students to study abroad each year by 2020 and is providing financial assistance to students to help achieve this goal. However, is financial assistance enough? Surveys conducted with students from a national education-focused university in northern Japan, before and after their study abroad experience, show that they feel underprepared before they leave to go overseas and regret not fulfilling the opportunities they had while abroad. The key areas identified where they needed assistance were with their English language ability, confidence building, and intercultural awareness. This paper suggests that doing a Virtual Exchange (VE) before they travel could help students in all of these areas. It could provide much needed language support, motivation to explore other cultures and share their own, and deliver the confidence to enable them to become more outgoing and make the most of the opportunities presented by studying overseas. Additionally, there is a case to be argued, that VE could help reduce the impact of culture shock. Overall, it is very likely that the use of VE prior to departure could improve students’ study abroad experience. The author also understands that more research is needed on this and proposes a further study comparing students who have studied abroad without conducting VE in advance to those who have, to try and assess its impact on the study abroad experience.

scholarly journals English Language Learning of Indonesian Students during Study Abroad Program in Australia

2019 ◽  
Vol 1 (1) ◽  
pp. 27-40
Author(s):  
Sabaruddin Sabaruddin
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Identity Transformation ◽  
Cultural Learning ◽  
English Language Learning ◽  
Study Overseas ◽  
Study Abroad Program

This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.

scholarly journals “…4542 Miles from Home…”: Repositioning English Language Learners as Power Brokers and Teachers as Learners in the Study Abroad Context

2019 ◽  
Vol 9 (2) ◽  
pp. 146
Author(s):  
Kenneth J. Fasching-Varner ◽  
Michaela P. Stone ◽  
Roberto Mora Mella ◽  
Francisco Olave Henríquez ◽  
Macarena Yacoman Palma
Keyword(s):  
English Language Learners ◽  
Longitudinal Study ◽  
Study Abroad ◽  
Language Learners ◽  
English Language ◽  
Children And Families ◽  
Cultural Minorities ◽  
Empirical Context ◽  
First Time

This article provides an empirical context for the role that bi/multi-lingual children and families may play in supporting pre-service and in-service educators engaging difference through a literacy and language situated study abroad internship in Chile. Drawing on data over a 15-year longitudinal study of the program, the authors examine how students and parents navigate serving the role of teacher, whereas the teacher participants navigate a new role as a learner in a context where they, many for the first time, experience being language and cultural minorities.

Step by Step Guide to Content Analysis for Study Abroad Research

2020 ◽  
Vol 13 (2) ◽  
pp. 53-62
Author(s):  
Nobue Inoue
Keyword(s):  
Content Analysis ◽  
Study Abroad ◽  
Data Reduction ◽  
English Language ◽  
Applied Linguistics ◽  
Studying Abroad ◽  
The United Kingdom ◽  
Textual Data ◽  
Sample Data ◽  
Content Analyses

This paper intends to show four practical steps for content analysis; one of the most common data reduction approaches in qualitative analysis for applied linguistics. Although content analysis can help to draw conclusions from textual data by interpreting them effectively, the available literature lacks detail on how to conduct content analyses, especially in the context of study abroad research. In this paper, each of the four steps of content analysis (segmenting data, formulating codes, developing categories, and identifying main themes) is explained by utilizing actual sample data related to studying abroad; the sample study investigated a single participant’s perceptions of a general English language course in the United Kingdom. 本文は、応用言語学の質的研究で最も普及しているデータ削減手法の一つである、 内容分析の実践的な方法について示すものである。内容分析は、テキストデータを 効果的に解釈し、結論の導出に役立つ一方、特に海外留学研究において、内容分析 の方法に関する詳細を説く文献は限られている。そこで本文では、内容分析の 4 段 階（データの分割、コードの作成、カテゴリー化、そしてメインテーマの見極め） について、留学に関連する実際のサンプルデータを活用して説明を行う。尚、サン プル研究は、イギリスでの英語研修に関する一人の参加者の見解を調査したもので ある。

scholarly journals Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners’ Perspectives

2013 ◽  
Vol 22 (1) ◽  
pp. 84-110 ◽  
Author(s):  
Dan P. Dewey ◽  
R. Kirk Belnap ◽  
Rebecca Hillstrom
Keyword(s):  
Social Network ◽  
Language Acquisition ◽  
Study Abroad ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Language Use ◽  
Arabic Language ◽  
Network Development ◽  
Levels Of Use

In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco.  Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar levels of use of English and Arabic in general, questions focusing on learners' use of language with more familiar friends and acquaintances indicated learners thought they used Arabic more than English with these native friends. Regarding English language use, learners felt that speaking English with natives often created opportunities to interact in Arabic as well.  Students’ Arab social networks tended to be small, but there was considerable variation in these networks.  The closer their friendships with natives, the more likely students were to report gains in Arabic. English proficiency of friends and acquaintances in one’s social network, degree of friendship, and time spent speaking with people outside of this network predicted language proficiency development.

scholarly journals Learner Beliefs and Language Proficiency in SA Context: A Case study of Chinese Students Taking Pre-sessional Language Course in the UK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Li Xin ◽  
Zhang Jiayi
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Chinese Students ◽  
Structured Interviews ◽  
Learner Beliefs ◽  
Combining Data ◽  
The Uk ◽  
The University

<p>This study seeks to explore the interrelation between learners’ beliefs and language proficiency in study abroad (SA) context. The participants of this study consisted of 30 Chinese students who were taking the pre-sessional language course at the University of Sheffield in the UK. Combining data from the questionnaires, semi-structured interviews and test scores, the current study tries to answer three research questions: (1) Do learners’ beliefs change in the SA context? If so, in what ways? (2) Does learners’ language proficiency change in the SA context? If so, in what ways? (3) What is the relationship between learners’ English language proficiency and their beliefs about language learning?</p>By investigating learners’ beliefs change in SA context and how such change impacts on their language learning behavior and outcomes, it is hoped that students can have a more fruitful study-abroad sojourn.

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