Abroad Experience Research Articles

The acquisition of L2 Spanish intonation

Abstract This study examines the developmental patterns manifested in the intonational grammar of American English-speaking learners of Spanish based on their use of intonational features (e.g., [±delayed peak], [±deaccentuation], or [±compression]) involved in focus marking in three different discursive contexts (i.e., broad focus, informational subject focus and corrective subject focus). The data, collected through a Question & Answer pairs task performed by learners and native speakers, suggests that while development towards the target language is possible, it is constrained by markedness and learnability. The analysis of the results is framed within Mennen’s L2 Intonation Learning theory, which considers the multidimensionality that characterizes intonational grammars and the complexity of the acquisition process as a result of it. Individual factors related to the learners’ experience (i.e., experience abroad and hours of exposure) were examined and extended periods of immersion (i.e., more than 8 months) were found to have a positive effect.

The Arabs and the Muslims

Abstract Both Arab and Muslim migrants have noticeable populations in all parts of the world. This article qualitatively investigates the Arabs, the Muslims, and mainly diaspora and transnationalism theories from historical and social understandings, based on primary and secondary sources. It engages conceptually in defining Arabs and Muslims through the lenses of diaspora and transnationalism theories, discusses theoretical issues and explores the status of the Arab and the Muslim diaspora(s) and transnational communities through primary data and the findings of the Global Muslim Diaspora Project, which surveyed 7,147 participants between 2018 and 2019. The report shows that the Arab experience abroad might be best described as diaspora, whereas Muslim migrants would be best referred to as transnational communities. Diaspora and transnationalism theories, among others, and particularly migration theories, must not be used interchangeably; each term should be used carefully to avoid confusion, especially when Arabs and Muslims are being studied.

Transformation of a Study Abroad Experience Into a Virtual Community Health Clinical.

The COVID-19 pandemic forced nursing faculty to transform an international study abroad service-learning course into a virtual community health clinical experience with a global focus. The course was piloted with seven students who would have completed their community health clinical during a short-term immersion trip to Kenya. Clinical assignments were changed to closely mirror the immersion service-learning experience in a virtual environment. Student feedback reflected positive learning outcomes. This transformation has implications for expanding student opportunities in the virtual environment to gain a deeper understanding of global health.

The Impact of Migration Processes on the Adolescents of Parents Emigrating from Georgia Transnational Parenthood

Migration, and migration processes have long influenced the socio-political, economic, demographic or social structure of a country. The abovementioned phenomenon has been an integral part of the development of mankind and it still is. In the modern, globalizing world, in an era of scientific technological change and the deepening of relations between people, the issue of human mobility holds one of the key places in world politics. In scientific or political discussions, the question of how the human mobility can be used for a country’s development and not the other way around, gains more and more popularity. That is why migration management issues have been incorporated in the Sustainable Development Goals (SDGs) or in other similar documents, which are made not only for a specific country, but also for the harmonious development of the world, on which world leaders are working. It is also noteworthy that in 2018, the member states of the United Nations adopted a totally independent document, Global Compact for Safe, Orderly and Regular Migration. The document was the first such large scale attempt to develop a comprehensive approach on migration management issues. All in all, it is clear that Georgia cannot be an exception to this global process. The issue examined in the article about the challenges of migrant parents, especially children of emigrant mothers left in the homeland, unfortunately, mostly attracts the attention of the public and the media when dealing with a specific antisocial, tragic or unfortunate fact. Nevertheless, it is already clear at a first glance, that the topic is highly relevant, requiring a professional structural and strategic approach and not only a symptomatic response. Despite numerous important steps taken to improve migration management processes in Georgia in recent years, the issue examined in this article does not lose its urgency. In general, the cornerstone of Georgia's migration policy should certainly be a balanced migration management policy, which, on the one hand will allow people to gain work experience abroad and improve living conditions. However, all this should happen on a temporary, legal basis and not for a long term or permanently, especially through the means of irregular migration. Keywords: Migration and development; Children of emigrants; Generation grown up through electronic means of communication; Balanced legal migration; Prevention of Irregular migration.

Act the second. Or action?

N. S. Khrushchev's speech of 1954 took the professional architectural society by surprise. It was urgently necessary to absorb the abroad experience of the modern architecture, there were no teachers, no study texts. The Union of Architects appealed to assist the young architects, yesterday alumni. A year after the “historical” decree on architectural excesses appeared. More than half a century has passed but its harmful impact is felt even now.

EXPLORING LEADERSHIP LEARNING THROUGH SHORT-TERM STUDY ABROAD EXPERIENCES

Pre COVID-19 there were a growing number of opportunities for study abroad across higher education in the United States, (Rosch & Haber-Curran, 2013; Martinez, 2012). This paper aims to examine phenomena surrounding outcomes of student abroad experiences while centering students’ leadership learning. Centering leadership learning as a framework, findings indicate participants in the study grew in the of areas of leadership efficacy and capacity through the short-term study abroad.

Türkiye'deki Hemşirelik Öğrencilerinin Beyin Göçüne Yönelik Tutumları: Kesitsel Bir Çalışma

Objective: Brain drain is increasing in the field of health in the world. This study was conducted to determine the opinions and attitudes of nurses of the future on brain drain in Turkey. Material and Methods: The study was conducted descriptively with 617 nursing department students who agreed to participate in the study between April and June 2019. The data were collected using the questionnaire form including socio-demographic characteristics and the 16-item Attitude Scale for Brain Drain (ASBD). The analysis of the data was performed by using percentage, average, parametric and nonparametric tests in the computer environment. Results: It was observed that the mean ASBD total score of the students participating in the study was 53.88±11.03. A statistically significant difference was found between the mean ASBD total score and the variables of age, gender, class, income status, employment status, educational status of parents, previous abroad experience, abroad experience of relatives in the immediate vicinity, information about working conditions as a nurse abroad, and desire to work abroad after graduation (p<0.05). Conclusion: The results of this study revealed that the students had positive attitudes and tendencies towards brain drain and their attitudes were affected by the age, gender, class, working status, income status, educational status of parents, previous abroad experience, abroad experience of relatives in the immediate vicinity, information about working conditions as a nurse abroad, and desire to work abroad after graduation.

Internationalization of MBA Students’ Career and Academic Life: An Integrating Approach Modeling

The opportunity for exchange experiences, skills acquisition, and international network has stood out among the MBA students’ priorities. This paper seeks to build and test a research model that integrates the main concepts around the internationalization of MBA students’ career and academic life, in a worldwide perspective. We proposed a modeling design composed of four fundamental constructs, usually presented in the literature in an isolated or partially combined manner, but never in an integrating holistic approach for higher education. A survey was carried out with in progress and former Brazilian MBA students, and the models were tested and validated using Partial Least Squares. The results confirm Internationalization at Home and Experience Abroad as antecedents to Global Skills and Global Mindset. These findings can reduce the fragmented vision of the elements related to the career internationalization and help Institutions and students to identify the main factors that deliver better global skills and mindset needed to a global success.

An EFL Instructor’s Study and Teach Abroad Experiences and Complementary Views from Learners

The present qualitative case study aimed to explore the influences of an EFL instructor’s study and teach abroad experiences on her classroom implementations. It additionally investigated her students’ responses to the reflections of her study and teach abroad in the classroom. The findings revealed that these experiences contributed to the instructor’s both personal development and professional learning and further had impacts on her teaching practices. An in-depth analysis of multiple data tools; a semi-structured, individual interview with the instructor, her journal entries, and an open-ended questionnaire from 43 language learners, informed that study and teach abroad experiences contributed to the instructor’s world knowledge and intellectual growth through her teaching and other academic endeavors at an abroad university. It was also found that the learners appreciated the instructor’s explicitly referring to her international contacts as a means of providing authentic input, enriching the lesson content, fostering engagement in the class, and raising learners’ intercultural awareness. This study suggests developing teacher interculturality via study and teach abroad programs should be encouraged to better address intercultural topics in the language class. The process of preparing intercultural language teachers could be aided by teacher study and/or teach abroad programs.

Experiential Learning in Global Health Education: The Impact of a Field Semester Abroad on Careers and Life Choices

Georgetown University offers unique undergraduate opportunities for experiential learning in global health. Since the early 2000s, all global health seniors participate in the Practical Experience Abroad (PEA), conducting semester-long research and engaging in service-learning in mostly developing countries. This study examines the PEA’s medium- and long-term effect on students’ careers and life choices and assesses the program’s objective of developing essential global health competencies. Ninety percent of alumni (n = 129) rated their PEA as an excellent or good experience, over 85% felt that the experience influenced their personal and professional decisions after graduation, and most believed the PEA had a positive impact on their job search and/or graduate education. The main competencies students developed abroad were intercultural communication, flexibility, adaptability, self-direction, and research skills. The findings underline the great value of experiential learning in global health education and suggest that extended field experiences greatly enhance students’ global competency and career prospects.

Денацифікація Німеччини в німецькому історіографічному та суспільному дискурсі (1945-2021 рр.)

Based on the analysis of published works of German scholars (historians, political scientists, philosophers) and public opinion leaders, the author aims to identify the main stages, trends and assessments in the study and coverage of the process of denazifi cation of Germany over the past 60 years. Denazifi cation had its specifi city in the British and French zones of occupation before the creation of Bisone, and later Trizonia, because there was no generalizing practice of Western democracies regarding the denazifi cation of West Germany. Denazifi cation first became a topic of family and, consequently, social debate in the 1960s, thus removing the public taboo on scholars’ research. Th e problem of denazifi cation remains one of the relevant topics of German historical discourse today, but the Ukrainian scientifi c community has not yet presented a separate analysis of German historiography, which determines the novelty of the proposed article. Based on the methods of historiographical analysis, problem-chronological and retrospective approaches, it was found that among the German academic community there were different approaches to the perception and evaluation of denazification, which infl uenced on the formation of three waves in social and historiographical discourse. It has been established that the fi rst wave was formed during the 1960s and 1970s as a result of the internal demand of public opinion leaders and the younger generation, without the involvement of professional scholars, when denazifi cation remained a very sensitive topic for society. In the second stage, which lasted until the mid–1990s, denazifi cation became the subject of special historical research, which revealed the specifi cs of responsibility for Nazi crimes, the issue of political stability and overcoming the past. Since the early 2000s, a third wave of historiographical discourse has emerged, representing modern approaches and assessments of denazifi cation: in–depth study of its aspects and analysis in the context of related political and legal processes, including clarifying the role of justice in the occupation period, guilt and personal responsibility for both recent and current political processes in the context of intensifying radical movements in Germany. The change of generations, the growing role of the media, unifi cation with the GDR, the collapse of the USSR – is not an exhaustive list of factors that infl uenced not only the revision of approaches to assessing the implementation of denazifi cation, but also the possible application of German experience abroad. The practice of public dialogue in the format of public discussions and research on sensitive historical topics determines the level of individual and collective responsibility for the political situation in Germany. Representatives of German historiography agree that denazifi cation was a component of interethnic reconciliation, but diff er in views on the methods of its implementation.

Language Proficiency Development and Study Abroad Experience: A Study On EFL Learners

Study abroad experience (SA) has been regarded as one of the best ways to enhance English language proficiency because it offers opportunities for learners to experience the use of English in real instances. The present study attempted to explore the language development of a group of EFL learners participating in Erasmus program for SA experience where English is not used as L1. To achieve this, the data were collected through three instruments; Language Contact Profile (LCP), Then and Now Survey, and semi-structured interviews. Fifty-nine students answered LCP and Then and Now self-assessment and eight students were interviewed. The quantitative result revealed that students experienced greater gains in their oral skills. On the other hand, qualitative results confirm the greater gains in speaking skills with respect to other skills. Moreover, the results highlighted the significance of the learning context and the quality and quantity of interaction for language development.

Team Teaching an Interdisciplinary Short-Term Study Abroad Experience: Innovations in Course Design and Collaboration

A great deal of research has indicated that study abroad courses offer meaningful and impactful learning experiences for university students. Accordingly, when it comes to course design, it is essential that the study abroad is carefully planned, executed, and delivered in order to maximize the benefits for students. Collaboration is also critical for a successful learning experience. This paper examines an innovative course design which was used successfully in an interdisciplinary, team- taught class for undergraduate and graduate student athletes. The model developed is generalizable to other student populations. The use of this model notably increased student engagement and reflective learning.

Boosting Career and Employability Outcomes Through Multiple Learning Abroad Experiences

While participation in learning abroad has increased rapidly over the last decade, short-term programs played an important role in boosting participation and widening access to learning abroad. The current study takes advantage of a new pattern of participation in learning abroad to examine self-reported career outcomes and employability development benefits based on program duration and the number of programs undertaken. Using a large-scale dataset of graduates of Australian universities, the study challenges conventional wisdom that a longer experience is better and explores the impact of multiple short-term program participation as a new intervention in graduate career outcomes. Although this study is based on the Australian higher education context, the results may be informative to educators and policy-makers from countries with comparable learning abroad programs in considering how short-term programs can be used more purposefully to foster positive careers and employability outcomes.

A between-subject design to evaluate students' employability in the Lebanese labor market

PurposeThis study aims to examine the effect of experience abroad, academic success and university reputation on students' employability in the Lebanese labor market.Design/methodology/approachThe study uses a between-subject design to identify whether academic success, university reputation and experience abroad have an impact on how potential recruiters (i.e. employers) are perceiving student employability. The study uses 16 fictitious applications of business graduates, which differed in grade-point average, university reputation and experience abroad, rated by 784 Lebanese professionals.FindingsThe results suggest that high-performing students with experience abroad and high-performing students from a reputable university are perceived to be more employable. For low-performing students, having completed an experience abroad results in a lower reward in terms of employability.Research limitations/implicationsThe present study offers an analysis of students' employability through employers' lens; it offers insights for students on how to be perceived as more employable in a context where competition among future workers is fierce.Practical implicationsThe results of this research provide a roadmap for graduates for enhancing their employability in Lebanese markets and offer actionable insights to employers.Originality/valueThe most original contribution of this study is the analysis of university reputation impact on the likelihood of receiving positive feedback during the evaluation process. The impact of two Lebanese universities, one ranked in the QS ranking and one not, was investigated.

The effects of ethnocentrism and some features on intercultural sensitivity in nursing students: A comparative descriptive study

BackgroundNurses should provide culturally sensitive care by being aware of the cultural characteristics, values and beliefs of the individuals for whom they are responsible. Nursing education must provide a foundation for the development of intercultural sensitivity. AimThe purpose of this study was to investigate the effects of ethnocentric attitudes and some characteristics of nursing students on their intercultural sensitivities. MethodsA comparative descriptive design was used to collect data from nursing students in two universities located in the west and the east of Turkey (N = 535; students from the east: n = 202; students from west: n = 333) Data were collected using the socio-demographic characteristics form, the Intercultural Sensitivity Scale (ISS) and the Ethnocentrism Scale. ResultsWhen both students from east and west in Turkey were compared in terms of ISS total scores, a statistically significant difference was found between the students in terms of pervious place of residence, taking the intercultural nursing course, acquaintance with people of other cultures, having experience abroad and speaking another language (p < .05). When both students from east and west were compared in terms of the ethnocentrism scale total scores, a statistically significant difference was found between the students in terms of the gender, the year of the education, previous place of residence, taking the intercultural nursing course, acquaintance with people of other cultures, having experience abroad and having friends from different countries (p < .05). According to the linear regression analysis, the intercultural sensitivity of students was found to be significantly affected by ethnocentrism. ConclusionsIntercultural nursing courses and concepts such as intercultural sensitivity and ethnocentrism should be given a more comprehensive place in the curriculum to increase intercultural sensitivities and reduce ethnocentrism.

Selected Determinants of Pronunciation Anxiety

Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.

Benefits of Studying Abroad for Graduate Employability

This study investigated the benefits of studying abroad with student exchange programs for graduate employability. Data were drawn from a survey with 163 Lao former exchange participants at three public universities in Laos, followed by 19 semi-structured interviews. Results revealed that participants benefited from participating in overseas exchanges at a high level in terms of the development of employability skills, particularly interpersonal and communication skills, and in multidisciplinary knowledge and international competences. Study abroad experience was positively considered as being related to increasing job opportunities, which signal better educational credentials with proven skills that are demanded in the domestic labor market. This study offers useful insights into the benefits of student exchange programs and adds perspectives from a developing country whose voice has been little heard in the literature on the value of study abroad.

Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand

This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the New Zealand context, or in their home cultural context in the United States. This study calls for more explicit support for teacher candidates as they grapple with recognizing and practicing a Culturally Relevant Pedagogy in order to realize the potential of diverse study abroad field experiences for teacher preparation.

Study on the Short-Term Language Learning Abroad Experience of Nursing Students

Purpose: This study focused on qualitative research using phenomenological analysis methods to understand the meanings based on the real experiences of nursing students who participated in short-term language learning abroad. Methods: In this study, 11 nursing university students with short-term language learning abroad experiences were conveniently sampled and analyzed in a phenomenological approach using Colaizzi(1978)’s analysis method based on in-depth interview data. Results: They were classified into 15 topics based on the content analyzed by the interviews with researchers and students, and similar topics were collected and organized into five categories and described. The five categories were Changes in English , Changes in school life , Changes in life attitudes , Experiences in various teaching methods , and Experiences in diverse cultures . Conclusion: The purpose of this study was to provide basic data for improving the quality of the effects of short-term language learning abroad programs for nursing students to participate. The participants showed that they had been positively influenced by the experience of various cultures and had improved their English skills, and changed their perceptions of English.