Assessing the Impact of a Strategies-Based Curriculum on Language and Culture Learning Abroad

The purpose of this study was to explore the impact of the study abroad experience, in general, and the impact of a curriculum intervention, in particular, on students’ intercultural development, second language acquisition, and employment of learning strategies related to language and culture. Cohen and Paige – two of the authors of this article – were the senior authors of a three-volume set of guidebooks, the Maximizing Study Abroad Guides which were intended to enhance overseas students’ language and culture learning through a strategies-based approach. By utilizing a scientifically rigorous set of research procedures, we sought to ascertain the impact and efficacy of the Students’ Guide – one of the volumes in the series – as well as to test a set of hypotheses about the learning outcomes associated with study abroad.

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LANGUAGE AND CULTURE LEARNING STRATEGIES IN A STUDY ABROAD CONTEXT

Neofilolog ◽

10.14746/n.2016.46.1.02 ◽

2018 ◽

pp. 11-27

Author(s):

Tomasz Róg

Keyword(s):

Study Abroad ◽

Learning Strategies ◽

Culture Learning ◽

Language And Culture ◽

Foreign Countries ◽

Research Gap ◽

Exchange Programme ◽

The Impact

This article takes a step towards bridging the research gap between language-and-culture learning strategies and SLA-oriented outcomes of study abroad programmes. While studies concerning the impact of studying in foreign countries document various language-related benefits of the experience, only a handful addresses the types of language and culture learning strategies employed by study abroad participants. The present study tracks the use of these strategies by Polish students of English philology participating in a semester-long exchange programme in Portugal and Romania. It is revealed that although the use of language and culture learning strategies does not change significantly over the course of students’ stay abroad, the strategies chosen before their departure are used rather consistently.

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Learning Chinese

Study Abroad Contexts for Enhanced Foreign Language Learning - Advances in Linguistics and Communication Studies ◽

10.4018/978-1-5225-3814-1.ch003 ◽

2018 ◽

pp. 44-69

Author(s):

Kaishan Kong

Keyword(s):

Study Abroad ◽

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Language Education ◽

Cultural Knowledge ◽

Culture Learning ◽

Study Abroad Programs ◽

Language And Culture ◽

American Students

Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

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A Strategies-Based Approach to Culture and Language Learning in Education Abroad Programming

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v17i1.246 ◽

2008 ◽

Vol 17 (1) ◽

pp. 89-106 ◽

Cited By ~ 1

Author(s):

Joseph G. Hoff ◽

R. Michael Paige

Keyword(s):

Study Abroad ◽

Language Learning ◽

International Education ◽

Learning Strategies ◽

Culture Learning ◽

Language And Culture ◽

Training Materials ◽

Culture Teaching ◽

Study Abroad Program ◽

Culture And Language

This article presents a study designed to evaluate available training materials, in terms of their value to study abroad professionals, focused on culture and language learning strategies for study abroad program professionals who prepared study abroad participants. In addition, the study intended to provide the international education field with ideas for language and culture teaching, and ultimately the enhancement of language and culture learning in and out of class during the study abroad sojourn.

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The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

Voices of English Language Education Society ◽

10.29408/veles.v4i2.2199 ◽

2020 ◽

Vol 4 (2) ◽

pp. 118-129

Author(s):

Asti Gumartifa ◽

◽

Indah Windra Dwie Agustiani

Keyword(s):

Language Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

English Learners ◽

English Language ◽

Point Of View ◽

Effective Learning ◽

The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

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Impact of an interaction-oriented Japanese course on learners

Australian Review of Applied Linguistics Series S ◽

10.1075/aralss.15.08oga ◽

1998 ◽

Vol 15 ◽

pp. 123-138 ◽

Cited By ~ 4

Author(s):

Kyoko Ogawa

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Native Speakers ◽

Target Language ◽

Japanese People ◽

Language And Culture ◽

The Third ◽

The Impact ◽

Active Interaction

Abstract Neustupny (1988, 1991) recommended an interactive competence approach for second language acquisition that places a greater emphasis on learners’ active interaction with native speakers in real communicative situations. In order to have the opportunity to interact with native speakers in the target language, a conscious effort by the learners as well as support from the teachers and the community is essential. The third-year Japanese course at Monash University was designed to encourage and support learners to establish and maintain relationships with Japanese people as well as to utilise various other resources of the target language and culture. This paper examines the impact of this interaction-oriented course on learners in their establishment and maintenance of relationships with Japanese people, and cultural and social understanding. It is based on data collected during 1996 and 1997.

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Individual differences in second language acquisition

AILA Review ◽

10.1075/aila.19.05dor ◽

2006 ◽

Vol 19 ◽

pp. 42-68 ◽

Cited By ~ 76

Author(s):

Zoltán Dörnyei

Keyword(s):

Individual Differences ◽

Second Language Acquisition ◽

Learning Styles ◽

Language Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Human Mind ◽

Prominent Feature ◽

Learner Characteristics ◽

The Individual

Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as individual difference (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research.

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“ART AND CULTURE” LEARNING MANAGEMENT FOR STUDENTS’ INCREASED ACHIEVEMENT DURING THE COVID-19 PANDEMIC

AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM ◽

10.33650/al-tanzim.v5i1.1904 ◽

2021 ◽

Vol 5 (1) ◽

pp. 106-114

Author(s):

Anna Shopia Adham ◽

Fitri Nur Mahmudah

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Research Data ◽

Culture Learning ◽

Managerial Skills ◽

Arts And Culture ◽

Art And Culture ◽

Improve Student Achievement ◽

Learning Management ◽

Good Learning

One of the keys to the success of learning is good management. During the Covid-19 pandemic, teachers need managerial skills for the learning process to take place. The purpose of this study is to determine the management of learning arts and culture to improve student achievement during the Covid-19 pandemic. The study employed the qualitative approach to research. Data collection techniques used were interviews, observation, and documentation. The results of this study indicate that the learning management that teachers need to do in Art and Culture is due to the characteristics, creation, communication, motivation, learning strategies, and discipline. The recommendations of this research can be used by teachers in developing culture and art learning during the Covid-19 pandemic. Hence, teachers will be able to provide learning to students, and students can attain improved skills and good learning outcomes.

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Out-of-class interaction during study abroad

Spanish in Context ◽

10.1075/sic.10.1.03shi ◽

2013 ◽

Vol 10 (1) ◽

pp. 53-91 ◽

Cited By ~ 6

Author(s):

Rachel L. Shively

Keyword(s):

Study Abroad ◽

Service Encounters ◽

Culture Learning ◽

Small Talk ◽

Language And Culture ◽

Studying Abroad ◽

Naturally Occurring ◽

Immersion Experience ◽

Class Interaction

This study provides an in-depth examination of the opportunities for social interaction and second language (L2) use in service encounters recorded in situ by study abroad students in Toledo, Spain. The participants in the study were seven university students from the U.S. who recorded 113 naturally-occurring service encounters over the course of one semester studying abroad. An analysis of the corpus and of students’ journals and interviews indicated that while many of the encounters were brief, students did use the L2 to meet their needs as consumers and attended to language form while speaking the L2. In small talk episodes, there were opportunities for brief conversations and instances of orientation by participants to language and culture learning. Thus, the results suggest that although service encounters are typically brief, they can contribute to the immersion experience of study abroad.

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Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v9i2.3719 ◽

2018 ◽

Vol 9 (2) ◽

pp. 199-208 ◽

Cited By ~ 2

Author(s):

Meriyati Meriyati ◽

Rizkia Shaulita ◽

Lita Nurma Turnip

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Mathematics Learning ◽

Problem Based Learning ◽

Anxiety Level ◽

Analysis Technique ◽

Mathematical Anxiety ◽

Experiment Method ◽

The Impact

This study aims to look at the effect of Problem Based Learning (PBL) Strategy and mathematical anxiety towards mathematics learning outcomes. The method used is the quasi-experiment method with a 2x2 factorial pattern. The data analysis technique is was the two-way analysis of variance (ANAVA) technique. This study discovers that (1) there are differences in mathematics learning outcomes between students who got the Problem Based Learning (PBL) strategy treatment and conventional learning strategies treatment, (2) there are effects of interaction between learning strategies and anxiety on mathematics learning outcomes, (3) there are differences in mathematics learning outcomes of students who have high anxiety level based on the treatments they received, (4) there are differences in mathematics learning outcomes of students who have low anxiety level based on the treatments they received.

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