How Do Erasmus Students Evaluate Their Language Learning Experience Abroad?

Fidan, Nurdan; Karatepe, Çiğdem

doi:10.14689/ejer.2021.93.3

Cited by 4 publications

(2 citation statements)

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“…However, our interviewees pinpointed the need for supporting student mobility (e.g., Erasmus) to develop intercultural awareness. The benefit of such programmes has been reported in the literature (Fidan & Karatepe, 2021;Holmes et al, 2015;Taguchi, 2011). They acknowledged that as learners are exposed to foreign language culture, they gradually start to appreciate the cultural differences.…”

Section: Conclusion Discussion and Implicationsmentioning

confidence: 99%

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Korkmaz

Karatepe

2023

Anadolu Journal of Educational Sciences International

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The aim of this study is to investigate the perceptions of EFL instructors employed in the Schools of Foreign Languages of various universities in Turkey concerning their awareness of pragmatics and pragmatic competence. The sequential mixed method design was used in this descriptive study. The researchers administered a 12-item questionnaire with 61 participants to collect the quantitative data. In addition, to delve into the results obtained from the quantitative data, a two-session focus group interview was conducted with 10 participants to obtain the qualitative data. With regards to data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the perceptions of EFL instructors to be able to ascertain their pragmatic awareness and competence. The results revealed that EFL instructors at the tertiary level had a moderate level of awareness of pragmatics and teaching pragmatics. Most university instructors underscored that they recognize the value of instructing students about pragmatics and cross-cultural issues. Accordingly, they attempt to adopt teaching strategies and practices that consider the needs of the linguistically and culturally diverse students. The outcomes of this study will be of use to foreign language instructors, curriculum designers and policymakers to act and recognize the importance of teaching of pragmatics in foreign language education.

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Section: Conclusion Discussion and Implicationsmentioning

confidence: 99%

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Korkmaz

Karatepe

2023

Anadolu Journal of Educational Sciences International

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“…Besides the ability to speak other languages, former sojourners appear more likely to have strong personal or professional connections to, interests in and knowledge of other cultures, often form internationally focused aspirations, appear more interculturally competent and/or more likely to recommend studying abroad to their children (e.g., Hadis, 2005;Hansel, 2008; for the EUbased ERASMUS program see Bryła, 2015;Engel et al, 2009;Fidan & Karatepe, 2021;Nada & Letgutko, 2022).…”

Section: Disciplinary Cohortsmentioning

confidence: 99%

Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions

Müller

2023

Frontiers

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A relatively small body of research has been conducted on the near- and long-term effects of study abroad (SA) to date. This existing research suggests that SA effects on language skills tend to be volatile, while the impact on various aspects of learners’ personal, academic, and professional development may be longer-lasting. Yet, learner perspectives on the dynamics and durability of such effects, in particular in the context of short-term SA programs, remain largely unexplored. This study hence investigates the near-term impact of short-term SA programs as experienced by students within the first months and years following their sojourns. A qualitative case-study design is employed to examine the accounts of four American students of German, who studied abroad in Austria for four weeks and were interviewed repeatedly over a period of up to 40 months after their sojourns. The results suggest that, from the students’ perspective, many effects deteriorate in the near term, although the overall sojourn experience still appears influential. Abstract in German Nur wenige Forschungsvorhaben haben sich bislang den mittel- bis langfristigen Auswirkungen studentischer Auslandsaufenthalte gewidmet; die bisherige Datenlage deutet jedoch darauf hin, dass die Auswirkungen auf sprachliche Kompetenzen eher unbeständig sind, wohingegen die persönliche, studiums- und berufsbezogene Entwicklung der Lernenden länger von einem Auslandsaufenthalt beeinflusst wird. Die Dynamik und Beständigkeit derartiger Auswirkungen wurden jedoch kaum mit Blick auf kurze Auslandsaufenthalte (≤ acht Wochen) sowie aus der Perspektive der Studierenden erforscht, was die vorliegende Studie insbesondere hinsichtlich mittelfristiger Effekte fokussiert. Mittels eines qualitativen Fallstudiendesigns werden die Interviewdaten vier amerikanischer Deutschlernender untersucht, die sich vier Wochen in Österreich aufhielten und in einem Zeitraum von bis zu 40 Monaten nach ihrem Aufenthalt wiederholt befragt wurden. Die Ergebnisse zeigen, dass viele Auswirkungen eines solchen Aufenthalts aus studentischer Perspektive mittelfristig verblassen, auch wenn der Auslandsaufenthalt im Gesamten weiterhin als einflussreiche Erfahrung wahrgenommen wird.

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An Investigation of the Intercultural Sensitivity Levels of Summer Work and Travel Programme Students

KIYANÇİÇEK,

ÇOBAN,

KARATEPE

2024

Anadolu Journal of Educational Sciences International

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A variety of programmes and schemes make travel more affordable and attractive for young people. They provide opportunities to experience intercultural communication first-hand to those who could not have imagined without being involved in such institutionalized schemes. One such programme is Work & Travel which is offered in the USA. Young people who gain hands-on experience in the USA can potentially gain intercultural skills. A few studies have focused on to what extent this experience could live up to the expectations (1 reference). There is a lack of research on the impact of Summer Work and Travel (SWT) participants and the factors affecting their levels of intercultural sensitivity, especially in the Turkish context. Therefore, the current study aims to measure the intercultural sensitivity (IS) of the SWT participants from Türkiye and the factors which impact their level of IS. The sequential mixed method was used, and the quantitative data was first gathered via a five-point Likert scale with 129 participants. Semi-structured interviews with ten volunteering participants followed the quantitative data collection phase. It was concluded from the data analysis that the participants in the SWT experience had a high level of IS. While some participants had less confidence due to their insufficient language proficiency, they reported that they became more confident as they improved their language skills and adapted to the intercultural environment. The researchers also concluded that the high IS might have resulted from the participants’ high level of daily interaction with people from different cultures and at the social events they attended.

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How Do Erasmus Students Evaluate Their Language Learning Experience Abroad?

Cited by 4 publications

References 0 publications

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions

An Investigation of the Intercultural Sensitivity Levels of Summer Work and Travel Programme Students

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