Evaluation study of a summer immersion programme for secondary Students

Shapson, Stan; Kaufman, David; Day, Elaine

doi:10.1080/01434632.1981.9994039

Cited by 6 publications

(7 citation statements)

References 15 publications

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“…Self-reports of how participants spent their out-of-class time demonstrated that interactive contact with Americans and French people was favored over noninteractive contact with the target culture (e.g., reading authentic newspapers, watching television, listening to the radio). The results of this study do not support previous studies that found that immersion programs improved attitudes toward members of the target language community (Clement, 1979;Shapson et al, 1981). However, they are consistent with Gardner et a1.k (1977) study of an intensive summer immersion program, which concluded that, although participants' French classroom anxiety decreased after the program, neither attitudes toward French-Canadians nor integrative orientation to learn French improved.…”

Section: Affective Outcomes After Sa Participationcontrasting

confidence: 88%

“…Empirical investigations of study in the target language community have focused on two contexts: immersion programs and SA experiences. Shapson, Kaufman, and Day (1981) defined immersion programs as "a concentrated period of formal study of the second language along with opportunities for extensive use of this language beyond the classroom" (p. 66). Research in SA has involved mainly college students, whereas immersion research has involved both high school and some college students.…”

Section: Affective and Linguistic Outcomes Of Study Abroadmentioning

confidence: 99%

“…In a study addressing French proficiency and knowledge of Franco-Canadian culture as well as the roles of atti-tudes, motivation, and anxiety during four-week summer immersion programs in French-and English-speaking communities, Shapson et al (1981) found that participation in both programs increased French proficiency, improved attitudes toward French-Canadians, and increased knowledge of Franco-Canadian culture. In addition, students' anxiety about speaking French was lowered.…”

Section: Research In Immersion Settingsmentioning

confidence: 99%

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A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad

Allen

Herron

2003

Foreign Language Annals

175

128

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The purpose of this mixed‐methodology study was to investigate linguistic and affective outcomes of summer study abroad (SA) participation by 25 college French students. This investigation sought to determine if significant changes occurred in two linguistic factors, oral and listening French skills, and two affective factors, integrative motivation and language anxiety after SA. This research also examined whether pre‐SA affective differences existed for SA participants versus non‐SA peers. Results demonstrated that French linguistic skills improved significantly and that classroom and nonclassroom language anxiety after SA decreased significantly. Integrative motivation of the SA group was unchanged after the experience. Pre‐SA affective differences did not exist between SA participants and non‐SA peers. Analysis of interviews and program evaluations suggested that participants faced two sources of language anxiety while abroad: linguistic insecurity and cultural differences. Implications of this study include (1) the continued endorsement of summer SA programs to enhance communication skills, (2) the need for greater pre‐SA emphasis on “nonacademic” factors to reduce foreign language anxiety, and (3) the importance of SA programs including contact with native speakers in class and during informal learning, in order to stimulate attitudinal changes as well as linguistic gains.

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Section: Affective Outcomes After Sa Participationcontrasting

confidence: 88%

Section: Affective and Linguistic Outcomes Of Study Abroadmentioning

confidence: 99%

Section: Research In Immersion Settingsmentioning

confidence: 99%

See 1 more Smart Citation

A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad

Allen

Herron

2003

Foreign Language Annals

175

128

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“…Allen and Herron () found not only that “participants made significant improvements in both oral and listening French skills after SA” but also that “significant mean decreases occurred in classroom and non‐classroom language anxiety after SA” (p. 382). Additionally, Willis, Doble, Sankarayya, and Smithers () state that those students who lived abroad had significantly lower levels of language anxiety upon their return, and Shapson, Kaufman, and Day () indicate that there are several long‐lasting benefits of study abroad, including a lower language‐learning anxiety level. Language proficiency is also an important concept to consider regarding language learning anxiety.…”

Section: Language Learning Anxietymentioning

confidence: 99%

The Impact of Experience Abroad and Language Proficiency on Language Learning Anxiety

Thompson

Lee

2013

TESOL Quarterly

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This study aims to investigate the effect of experience abroad and second language proficiency on foreign language classroom anxiety. Particularly, this study is an attempt to fill the gap in the literature about the affective outcomes after experiences abroad through the anxiety profiles of Korean learners of English as a foreign language (EFL) while taking second language (L2) proficiency into account. Of particular interest was the analysis of an emerging theme in the second language acquisition literature: tolerance of ambiguity (e.g., Dewaele & Wei, 2012). On a computerized online survey, 148 Korean EFL participants answered the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, & Cope, 1986) and completed a background questionnaire to collect information regarding amount of experience abroad and English proficiency. Regression analyses show that experience abroad and L2 proficiency were jointly related to the subfactors of the anxiety scores, which had been previously calculated by a factor analysis. Additionally, the follow-up effect size analyses indicate differentiated practical significance in terms of the relationship between time spent abroad and anxiety scores. This study brings to the forefront crucial issues involving experience abroad, language learning anxiety, and English proficiency, especially with regard to the crucial concept of tolerance of ambiguity.

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“…Increasing students' self-efficacy is important since it enhances learning experiences and is linked with higher achievement (Byer, 2001). Furthermore, learner's variables such as gender (e.g., MacIntyre, Baker, Clément, & Donovan, 2002;Arnaiz & Guillén, 2012;Dewaele, 2007;Park & French, 2013), knowledge of a third language (Dewaele, 2007(Dewaele, , 2010Dewaele, Petrides, & Furnham, 2008;Thompson & Khawaja, 2015), experience abroad (e.g., Allen & Herron, 2003;Coleman, 1997;Shapson, Kaufman, & Day, 1981), and self-perceived proficiency (e.g. Arnaiz & Guillén, 2012;Dewaele & Al Saraj, 2015;Liu & Chen, 2013;MacIntyre & Gardner, 1994;Sparks & Ganschow, 2007) may have an impact on achievement in another language.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Anxiety of EFL Students: Examining the Effect of Self-Efficacy, Self-Perceived Proficiency and Sociobiographical Variables

Journal¹,

Bensalem²

2018

Preprint

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The present study aims to explore the link between foreign language anxiety (FLA) and self-efficacy, English self-perceived proficiency, and three sociobiographical variables (gender, knowledge of a third language, and experience abroad) among 261 Arabic university students learning English. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and an Arabic version of the Foreign Language Self-Efficacy Scale (Torres & Turner, 2016). The findings revealed that this sample of Arab English as a foreign language (EFL) students experienced an average level of anxiety with female learners suffering more from anxiety than their male counterparts. Regression analyses revealed that self-efficacy, self-perceived proficiency in English, and gender were predictors of FLA. The results suggest that participants who were self-efficacious and felt more proficient in English were significantly less likely to suffer from FLA. However, even though knowledge of a third language and experience abroad were correlated with FLA, they had no effect on participants’ anxiety.

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Evaluation study of a summer immersion programme for secondary Students

Cited by 6 publications

References 15 publications

A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad

A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad

The Impact of Experience Abroad and Language Proficiency on Language Learning Anxiety

Foreign Language Anxiety of EFL Students: Examining the Effect of Self-Efficacy, Self-Perceived Proficiency and Sociobiographical Variables

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