Changes in second-language learners’ oral skills and socio-affective profile following short-term study abroad to Japan

Abstract

Thirty-seven second language (L2) learners of Japanese (21 L1 English, 16 L1 Chinese) participated in an eight-week study abroad (SA) program to Japan. Pre- and post-SA oral proficiency interviews were used for ACTFL-level assessments and ratings of component skills (pronunciation, fluency, grammatical accuracy, vocabulary/content, interaction skills). Surveys measured socio-affective variables and L2 engagement (using a modified Language Contact Profile). Thirty-six participants increased in ACTFL level. Both L1 groups showed a significant increase in component skills and perceived competence. For L1 Chinese participants, pre-SA perceived competence significantly correlated with time spent in brief exchanges using Japanese. For L1 English participants, gains in interaction scores remained significant after controlling for the significant increase in positive communication affect. Thematic analysis of participants’ journals revealed the homestay environment was the nexus of activities supporting communication skill development through exchanges of viewpoints and culture learning, frequently over dinner. Homestays also contributed to developing greater L2 speaking confidence.

Oral proficiency gains of study abroad students before and during the COVID-19 pandemic

“…Oral production has been the most frequently investigated skill and, apart from vocabulary, the only domain for which there is an extensive body of research findings that, taken together, indicate that the SA context is more beneficial for oral proficiency gains than traditional AH instruction, even though not more beneficial than intensive AH instruction (Borràs & Llanes, 2021;Llanes, 2011). The constructs examined are varied and range from oral fluency (Freed, 1995;Freed et al, 2004;Hardison, 2014;Hardison & Okuno, 2022;Juan-Garau & Pérez-Vidal, 2007;Valls-Ferrer & Mora, 2014;Yager, 1998), oral accuracy (e.g., Hardison, 2014;Hardison & Okuno, 2022;Juan-Garau, 2014), pronunciation (Avello et al, 2012;Hardison, 2014;Hardison & Okuno, 2022;Llanes, 2011;Muñoz & Llanes, 2014) to global measures of oral proficiency (Brecht et al, 1995;Jochum, 2014;Magnan & Back, 2007;, with positive effects having been found for most measures, even though results are contradictory as far as pronunciation is concerned.…”