Approaches to studying abroad in Brazil and their effects on language learning and intercultural contact

Students studying abroad already don’t leave home without their mobile devices—phones, MP3 players, netbooks, laptops. The potential for m-learning for these device-toting learners holds great promise that can easily be capitalized upon by the savvy teacher. Learners studying abroad who are outfitted with m-learning devices which include well-chosen Web 2.0 resources derive immediate and long range benefits. Furthermore, when organized to communicate with learners back home, the travelers help create a transnational community of practice that shares the wealth of the experiential learning. This chapter takes a tour of mobile learning technologies and techniques that enhance and extend the study abroad experience far beyond the reach of a small group fortunate enough to travel. As has long been the case with CALL (Computer Assisted Language Learning) and TELL (Technology Enhanced Language Learning), and now with MALL (Mobile Assisted Language Learning), experts note that well-chosen resources, along with carefully structured and planned activities, enhance various aspects of language acquisition and social interaction. After the literature review, this chapter considers lessons gleaned from the author’s trails, trials, and errors across a range of technologies and borders. It ends with suggestions for ways to optimize iStudyAbroad today and tomorrow.

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Multiracial Chinese American women studying abroad in China: The intersectionality of gender, race, and language learning

Intercultural Communication Education ◽

10.29140/ice.v4n1.444 ◽

2021 ◽

Vol 4 (1) ◽

pp. 39-55

Author(s):

Wenhao Diao ◽

Yi Wang

Keyword(s):

Language Learning ◽

Chinese American ◽

American Women ◽

Studying Abroad ◽

Chinese American Women

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Selected Determinants of Pronunciation Anxiety

International Journal of English Studies ◽

10.6018/ijes.426411 ◽

2021 ◽

Vol 21 (1) ◽

pp. 93-113

Author(s):

Małgorzata Baran-Łucarz ◽

Jang Ho Lee

Keyword(s):

Foreign Language ◽

Language Learning ◽

Detrimental Effect ◽

Foreign Language Learning ◽

Willingness To Communicate ◽

Target Language ◽

Foreign Languages ◽

Self Assessment ◽

Efl Learners ◽

Studying Abroad

Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.

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“I am going abroad to study English”: language learning beyond words and grammar

10.33178/boolean.2015.21 ◽

2015 ◽

pp. 102-107

Author(s):

Annarita Magliacane

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Learners ◽

English Language ◽

Target Language ◽

Classroom Setting ◽

Opportunities To Learn ◽

Language Community ◽

Studying Abroad ◽

English Speaking

Studying abroad, and particularly in an English-speaking environment, has become very popular among English learners in the last few decades. Every year, thousands of students leave their own countries to start or to continue their university studies in an English-speaking context. One of the reasons behind this trend is that living in the target language community, i.e. the country where the language learnt at school is officially spoken, provides them with more opportunities to learn a language than in their homeland. In fact, there seems to be a general consensus among teachers, students and parents that a period of time spent in the target language community by the ‘instructed learner’, i.e. the student who has mainly studied the language in a classroom setting outside the target language community, is beneficial to the acquisition of a foreign language. Students, upon their arrival in the target language community, often mention that in ...

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