Does Short-term Study Abroad Experience Change Female Second Language Learners’ Motivation and Attitudes Towards Classroom Language Choice?

Abstract

The number of studies on the effects of studying abroad on second language (L2) learning has increased in the last two decades, with the majority dedicated to linguistic outcomes. Recently, the field has called for more research on the role of studying abroad, and its relationship to L2 learners’ perceptions and attitudes. To address this call, this study examines the effects of five-week, short-term study abroad (SA) on L2 learners’ motivation, and attitudes towards classroom language choice. Eighty-eight female Korean college students participated in four different SA programs in four different countries, that offered in-class language and outside-class cultural experience programs. Results reveal that the levels of some types of motivation (i.e. ideal L2 self), stated intention to continue to learn English, and attitudes towards an English-only (EO) approach, all increased significantly after the short-term SA. However, proficiency levels of participants were found to moderate these changes, with the lower-level group benefiting more. Results of a cluster analysis further show that after the five-week SA experience, different learner profiles emerged when grouped by target variables.