Abstract
The present study explored whether two semester overseas study programs had any impact on participants’ language ability and motivation to study English. The language ability, L2 learning motivation and learning attitude of 65 Japanese university students participating in semester-long study abroad programs were measured pre departure and on their return. TOEIC listening and reading tests were used to measure students’ linguistic gains, and possible changes to students’ L2 motivation and attitudes were measured using a survey created specifically for the purpose of this study. Statistical analysis implied a significant effect from the two overseas programs on TOEIC scores and motivation and attitude, with motivational intensity prior to departure being a significant predictor of TOEIC gains. The findings underscore the idiosyncratic nature of studying abroad, and will be of use in designing and implementing post-overseas study programs.
Highlights
1.1 Literature ReviewStudying abroad has been touted as one of the most efficient ways to learn a foreign language
The Japan Student Services Organization (JASSO) reports that the number of Japanese students choosing to study abroad on formal Study Abroad (SA) programs has dramatically increased in recent years (JASSO, 2018)
The results implied a significant difference between pre- and post-program scores on the TOEIC, as well as self-efficacy and motivational intensity at p
Summary
1.1 Literature ReviewStudying abroad has been touted as one of the most efficient ways to learn a foreign language. The Japan Student Services Organization (JASSO) reports that the number of Japanese students choosing to study abroad on formal Study Abroad (SA) programs has dramatically increased in recent years (JASSO, 2018). This is due in great part to the encouragement of the Japanese government (MEXT, 2011). In recent years more emphasis has been put on investigating changes in attitudes towards the target culture and learner beliefs about language learning and motivation. In recent years there have been a number of studies investigating how learning beliefs change as a result of overseas study. For the purposes of the present research, we will focus on two to specific affective categories: motivation and attitudes towards the target language and culture
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