World Language Learning

2018 ◽  
pp. 1-22
Author(s):  
Rachel Burns ◽  
Donald Rubin ◽  
Michael A Tarrant
Keyword(s):  
Deep Learning ◽  
Student Engagement ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
World Language ◽  
Factorial Anova ◽  
World Languages ◽  
Post Test ◽  
Mixed Factorial Anova

Research on the impacts of study abroad participation on world language proficiency indicates positive and significant associations between sojourning abroad and students' self-reported language skills. In recent years, student engagement and “deep-learning” have been found to exert powerful effects on student learning outcomes. However, the extent to which student engagement serves as a pathway to mediate and enhance the impact of study abroad on language learning has not been examined. This chapter uses pre- and post-test surveys and applies experiential learning theory (ELT) to model gains in language proficiency for students who studied world languages abroad versus on-campus. Results of mixed factorial ANOVA and regression path analysis indicate that students who studied world languages abroad experienced significantly greater gains in deep-learning and world language proficiency than students who studied world languages on-campus. This chapter is among the first to connect student deep-learning and engagement to world language learning.

World Language Learning

2020 ◽  
pp. 231-247
Author(s):  
Rachel Burns ◽  
Donald Rubin ◽  
Michael A Tarrant
Keyword(s):  
Deep Learning ◽  
Student Engagement ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
World Language ◽  
Factorial Anova ◽  
World Languages ◽  
Post Test ◽  
Mixed Factorial Anova

Research on the impacts of study abroad participation on world language proficiency indicates positive and significant associations between sojourning abroad and students' self-reported language skills. In recent years, student engagement and ‘deep-learning' have been found to exert powerful effects on student learning outcomes. However, the extent to which student engagement serves as a pathway to mediate and enhance the impact of study abroad on language learning has not been examined. This chapter uses pre- and post-test surveys and applies experiential learning theory (ELT) to model gains in language proficiency for students who studied world languages abroad versus on-campus. Results of mixed factorial ANOVA and regression path analysis indicate that students who studied world languages abroad experienced significantly greater gains in deep-learning and world language proficiency than students who studied world languages on-campus. This chapter is among the first to connect student deep-learning and engagement to world language learning.

Welke Leerlingen Leren het Meest Bij Over DNA?

2009 ◽  
Vol 81 ◽  
pp. 109-119 ◽  
Author(s):  
Koen Van Gorp ◽  
Sven de Maeyer ◽  
Kris Van den Branden
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
School Effectiveness ◽  
Economic Status ◽  
Research Question ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test

Educational priority policy schools differ in the learning outcomes they achieve with second language learners. School effectiveness research suggests that teachers can make a difference, but fails to make clear exactly how they can do so. This quasi-experimental study combines a comparison group design with a control group design to answer the research question "How effective are five primary school teachers in creating powerful learning environments for knowledge construction and academic language learning?" This article focuses on which types of students benefit the most from a classroom intervention, called The case DNA. The case DNA is a task-based lesson unit containing eight clear lesson objectives and the necessary lesson materials and learning activities to realize these lesson objectives. The teachers were free to adapt the lesson unit to their own teaching styles. The results of the students on the pre-test, post-test and delayed post-test DNA were analysed using multilevel analysis. Results show that socio-economic status, language proficiency, number of turns, teacher expectations and home language Turkish predict differential learning outcomes.

Study abroad and the development of second language identities

2012 ◽  
Vol 3 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Phil Benson, ◽  
Gary Barkhuizen, ◽  
Peter Bodycott, ◽  
Jill Brown,
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Sense Of Self ◽  
Self Concept ◽  
Second Language Proficiency ◽  
Language Identity ◽  
Hong Kong Students ◽  
Identity Based

AbstractMuch of the literature on study abroad outcomes focuses on language proficiency gains or on the influence of identity factors on opportunities for language learning. A smaller number of studies have looked at the influence of study abroad on participants' identities and have highlighted outcomes that might be placed under the heading of second language identity. Based on a review of this literature and a qualitative, narrative-based study of nine Hong Kong students participating in thirteen- and six-week study abroad programmes, this paper examines the construct of second language identity and its susceptibility to development in study abroad. Three main dimensions of second language identity are identified, related to (1) identity-related aspects of second language proficiency, or the ability to function as a person and express desired identities in a second language setting, (2) linguistic self-concept, or sense of self as a learner and user of the second language, and (3) second language-mediated aspects of personal competence. The study found that most of the students reported developments along all three of these dimensions, although there were variations among individuals that were related both to the duration of the programmes and individual goals and purposes.

scholarly journals Competing priorities: Student perceptions of helps and hindrances to language acquisition during study abroad

2015 ◽  
Vol 26 (1) ◽  
pp. 83-106 ◽  
Author(s):  
Marcie J. Pyper ◽  
Cynthia Slagter
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Student Perceptions ◽  
Language Proficiency ◽  
Language Contact ◽  
Native Speakers ◽  
Target Language ◽  
Community Members ◽  
Before And After ◽  
Competing Priorities

Multiple studies have investigated the effect of language contact on language proficiency, testing the assumption that the study abroad context means greater contact with the target language (L2).  Other studies have examined the context of L2 interactions, considering host families, contact with community members, and interactions with non-native-speaking peers. While these studies are helpful, larger scales studies are needed to determine how students are interacting with native and non-native speakers during study abroad.  The current study examines student perceptions of helps and hindrances to L2 gain during semester-long study abroad of more than 100 students studying Spanish in Spain, Honduras, and Peru. Participants completed surveys patterned after the Language Contact Profile of Freed, Dewey, Segalowitz, and Halter (2004) and took the Versant Language Test before and after their study abroad experience. They also participated in a post-program interview which was subsequently transcribed, encoded and analyzed.  Results suggest that students experience competing priorities in decisions governing L1 vs L2 use and that student intentionality is key to successful language learning.

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.

African Americans in World Language Study: The Forged Path and Future Directions

2020 ◽  
Vol 40 ◽  
pp. 97-112
Author(s):  
Uju Anya
Keyword(s):  
Second Language Acquisition ◽  
African Americans ◽  
Black Students ◽  
Language Learning ◽  
Language Education ◽  
World Language ◽  
Future Directions ◽  
World Languages ◽  
Language Study ◽  
The Impact

AbstractThis article examines the history of African Americans in the academic study of world languages and presents an overview of inquiry on the topic. The paper focuses on the impact of race in second language acquisition (SLA) as exemplified through the experience of black students in language education and study abroad. It discusses objectives, policies, instructional priorities and strategies, conditions, and materials related to how black students have in the past, are currently, or should be engaged in language learning. The article examines the path forged by African Americans in world language study, signals gaps in the present body of knowledge, and suggests future directions for investigations into this important topic in the field of applied linguistics and SLA for ARAL's 40th anniversary.

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.

scholarly journals Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad

2020 ◽  
Vol 23 (1) ◽  
pp. 192-210
Author(s):  
Meredith McGregor
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Computer Mediated Communication ◽  
Metalinguistic Awareness ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Language Study ◽  
Media Platform ◽  
The Impact

This article reports on part of a mixed-methods study framed by sociocultural theory and aimed at assessing the impact of an intervention to promote metalinguistic awareness in language study abroad sojourners. Participants utilized a social media platform as a space to develop personalized e-portfolios for the purpose of in-depth metalinguistic reflection, paired with entirely computer-mediated researcher-participant mentoring. As such, this study addresses the importance of intervention in second language learning in study abroad, while also adding to the research available on its intersections within a 24/7 digitally connected world. Analysis of the data suggests that carrying out reflective practices and engaging with a mentor, even at distance, may be contributory in enhancing Spanish language proficiency. Further, this provides evidence that interventionist approaches to study abroad can be made accessible and meaningful even in the absence of significant resources, and without implementing prohibitively onerous tasks for either a student or practitioner.

scholarly journals What languages do undergraduates study, and why?

2020 ◽  
Vol 5 (1) ◽  
pp. 722
Author(s):  
Mary Hudgens Henderson ◽  
Miho Nagai ◽  
Weidong Zhang
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Attitudes ◽  
World Language ◽  
High Quality ◽  
Language Programs ◽  
American University ◽  
First Semester ◽  
Quality Instruction ◽  
World Languages

Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in using Chinese and Spanish for careers, while participants in Japanese were more interested in using the language for personal enjoyment. American-raised participants take Spanish and Asian-raised students take Chinese and Japanese for much the same reasons, in that they perceive the languages to be easy. Implications for world language programs recruitment are discussed, along with what world language educators can do to take advantage of these pre-existing attitudes and motivations to deliver high quality instruction beyond simply grammar.

scholarly journals WhatsApp and Learn English: a Study of the Effectiveness of WhatsApp in Developing Reading and Writing Skills in English

2019 ◽  
Vol 2 (2) ◽  
pp. 148-156 ◽  
Author(s):  
Sabri Saleh Ahmed
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Language Use ◽  
Writing Skills ◽  
Natural Interaction ◽  
Reading And Writing ◽  
Mobile Assisted Language Learning ◽  
Efl Teachers ◽  
Post Test

This study has examined the effectiveness of using WhatsApp, as one of mobile-assisted language learning applications, in enhancing learners’ reading and writing skills in English. Twenty EFL undergraduate students of Aden University participated in a WhatsApp English medium group with the researcher where they and the researcher chat, share news articles and comment on news articles for two months. During this period, the researcher was observing their progress and then, they were given a questionnaire to report their experience about the effectiveness of WhatsApp in developing their reading and writing skills. Findings from students’ pre-test and post-test, researcher’s observations of students’ progress and students’ responses to the questionnaire revealed that WhatsApp was very effective in developing their reading and writing skills. It helped them a lot in developing their vocabulary, grammar, reading comprehension and writing skills. The study concluded that WhatsApp English medium groups provide space for practising natural language, especially in written communication, keep students learn and practice English outside the classroom and motivate them to learn from each other. As per the findings, the study has recommended EFL teachers to use WhatsApp in their teaching of English and to motivate their students to create and join WhatsApp English medium groups as that will help them in developing students’ language proficiency through natural interaction and contextualized language use that can’t be provided by the classroom.

Sign in / Sign up

Export Citation Format

Share Document