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.

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。

Program Design and the Development of Students’ Global Perspectives in Faculty-Led Short-Term Study Abroad

2020 ◽  
pp. 102831532090615
Author(s):  
Melissa Whatley ◽  
Adam C. Landon ◽  
Michael A. Tarrant ◽  
Donald Rubin
Keyword(s):  
Study Abroad ◽  
Program Design ◽  
Global Perspective ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Global Perspectives ◽  
Studying Abroad ◽  
Short Term Study ◽  
Before And After

This study explores connections between design features of faculty-led short-term study abroad programs and resulting changes in students’ global perspectives. Over 2,000 students provided data for this study, completing the Global Perspective Inventory (GPI) before and after studying abroad. Results indicated that program features such as participation in an internship and opportunities for reflection are positively associated with global perspective development while abroad, whereas features such as number of students traveling together and coursework in English are negatively associated with such development. Given the increasing numbers of students who participate in faculty-led short-term abroad programs, research that provides evidence-based recommendations concerning program design is essential to enhancing global perspectives through study abroad.

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.

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 Evaluation of efficacy and safety of dexamethasone intravitreal implants before and after vitrectomy in a real-life study

2017 ◽  
Vol 96 (4) ◽  
pp. e544-e546 ◽  
Author(s):  
Amina Rezkallah ◽  
Ariane Malclès ◽  
Corinne Dot ◽  
Nicolas Voirin ◽  
Émilie Agard ◽  
...  
Keyword(s):  
Real Life ◽  
Efficacy And Safety ◽  
Life Study ◽  
Before And After ◽  
Real Life Study

Knowledge and skills for inhaled drugs before and after a rehabilitation program in COPD: a real life study

2018 ◽  
Author(s):  
Domenico Fiorenza ◽  
Alessandra Montini ◽  
Giovanna Benedetti ◽  
Antonella Pluda ◽  
Cristina Zanoni ◽  
...  
Keyword(s):  
Real Life ◽  
Rehabilitation Program ◽  
Inhaled Drugs ◽  
Knowledge And Skills ◽  
Life Study ◽  
Before And After ◽  
Real Life Study

Study Abroad’s Impact on U.S. Sport Management Students

2018 ◽  
Vol 12 (2) ◽  
pp. 90-99 ◽  
Author(s):  
Carrie W. LeCrom ◽  
Brendan Dwyer ◽  
Gregory Greenhalgh
Keyword(s):  
Study Abroad ◽  
Sport Management ◽  
Reasoned Action ◽  
Time Frame ◽  
Global Mindedness ◽  
Leading Role ◽  
Studying Abroad ◽  
Before And After ◽  
Sport Industry ◽  
Management Students

As society looks to identify globally minded citizens and leaders to move us forward, sport and education have a leading role to play. The sport industry is unique in how globally focused it is, and therefore, it is critical that sport management students be well prepared for this world. Study-abroad experiences for sport management students have the ability to aid in their development as world-minded individuals. The current study sampled students from four sport management programs participating in study-abroad programs over a 3-year time frame. The pre- and posttest results on a scale of global mindedness revealed no significant differences before and after studying abroad; however, there were significant differences between the five factors of global mindedness. Reasons for these potential findings, related to the theory of reasoned action, are discussed, as well as how this study can be built on in future iterations.

The Effect of Study-Abroad on Pragmatic Transfer

2021 ◽  
Vol 44 (1) ◽  
pp. 3-20
Author(s):  
Naoko Osuka
Keyword(s):  
Study Abroad ◽  
Limited Range ◽  
English Speakers ◽  
Pragmatic Transfer ◽  
Japanese Learners Of English ◽  
Studying Abroad ◽  
The Us ◽  
Before And After ◽  
Computer Based ◽  
Japanese Learners

AbstractThis study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twenty-two Japanese college students completed a multimedia elicitation task (MET) before and after studying in the US for one semester, together with twenty-two L1 English speakers and twenty L1 Japanese speakers as baseline data. The MET is a computer-based instrument for eliciting oral data. Unlike previous studies on pragmatic transfer, which often lack statistical evidence, this study includes statistical analysis. The analysis revealed that negative pragmatic transfer occurs within a limited range. The identified transfer includes pragmalinguistic transfer, whereby, assuming that their politeness levels are equal, learners directly translate L1 expressions into L2; and sociopragmatic transfer, whereby learners transfer L1 discourse patterns and functions. Resistance to L2 norms and increased fluency can be influencing factors. The results indicated that the effect of study-abroad is limited because most of the negative transfer which was identified before studying abroad remained after studying abroad. Thus, the necessity of explicit pragmatic instruction was proposed.

scholarly journals Anxiety, Self-Efficacy, and the Role of Study Abroad

2020 ◽  
Vol 2019 (1) ◽  
pp. 208
Author(s):  
Marshall Klassen ◽  
Nicholas Marx
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
English Learners ◽  
Self Efficacy ◽  
Language Anxiety ◽  
Affective Factors ◽  
Self Perceptions ◽  
Studying Abroad ◽  
Before And After ◽  
The Individual

Research has shown that foreign language classroom anxiety often has a debilitating effect on language learners’ self-perceptions (Horwitz, 2001). Self-efficacy is also a notable concept in relation to learners’ self-perceptions of their ability to complete tasks (Bandura, 1982). Relating experiences of anxiety in the classroom with self-efficacy, in this study we looked at correlations between self-efficacy and foreign language anxiety and changes in these affective factors for university English learners. A pretest–posttest methodology was utilized before and after the participants studied abroad. Negative correlations were found between language anxiety and self-efficacy across both tests. In addition, significant findings from the individual test could be seen before and after studying abroad, showing in what ways study abroad may affect learner’s anxiety and self-efficacy. 先行研究では、外国語教室不安が言語学習者の自己認識を衰弱させる効果があることを示している（Horwitz, 2001）。また、自己効力感は、自分自身がタスクをどれだけ遂行できるかの自己認識に関連している注目すべき概念である（Bandura, 1982）。本研究では、 外国語の不安と自己効力感を関連付けて、大学での英語学習者に対する感情的要因の変化を調べた。方法として、参加者が留学する前後にテストを行った。そこでは 両方のテストで、言語不安と自己効力感に負の相関関係が見つかった。さらに、留学の前後の調査結果は、留学が学習者の不安や自己効力感にどのような影響を与えるかを示していた。

Changing beliefs on English: study abroad for teacher development

ELT Journal ◽  
2020 ◽  
Vol 74 (3) ◽  
pp. 268-276
Author(s):  
Kayoko Mayumi ◽  
Julia Hüttner
Keyword(s):  
Professional Development ◽  
Study Abroad ◽  
Teacher Development ◽  
English Language ◽  
Classroom Practices ◽  
Professional Beliefs ◽  
Studying Abroad ◽  
Postgraduate Level ◽  
The Uk ◽  
Depth Interviews

Abstract Many teachers of English aspire to study in anglophone countries, especially at postgraduate level, as a means to support their own professional development. While the overt interest lies in acquiring cutting-edge theories in ELT to improve their classroom practices, a sojourn abroad is also valued as a cultural and linguistic immersion in the English language. Within the vibrant research scene of study abroad, comparatively little is known about the effect of studying abroad on older participants. This study addresses mature teachers as students abroad and focuses on the challenges and changes to their existing professional beliefs triggered by their foreign academic sojourn. The participants are four Japanese teachers of English who attended MA programmes in the UK. The analysis of a corpus of 2046 minutes of in-depth interviews, conducted over a period of 20 months, revealed how some core professional beliefs on English were reformulated, and triggered teacher development.

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