International Student Exchange Programs—Are the Educational Benefits Real?

Hansel, Bettina; Grove, Neal

doi:10.1177/019263658607048718

Cited by 19 publications

(13 citation statements)

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“…Participants were asked to rate their proficiency using a 10-point scale (1=low beginner and 10= native-like). Their proficiency scores were collapsed from lower to upper as one level, yielding three levels of proficiency, i.e., beginners (51), intermediate (49), and advanced (25). See Table 2 The contrasts revealed that the intermediate and advanced levels exceeded the beginner level on the self-ratings of participants' own proficiency at post-surveys as well as at the pre-surveys (p < .001).…”

Section: Journal Of Language Teaching and Researchmentioning

confidence: 99%

Learners’ Self-perception of Target Language Study in Overseas Immersion

Kang

Ghanem

2016

JLTR

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Studies have supported the belief that study abroad (SA) is more beneficial than studying domestically in developing oral proficiency (e.g., Freed, Segalowitz, & Dewey, 2004). However, little research has focused on individual learner factors related to promoting learners’ effectiveness in language learning abroad, such as an ideal point in target language (TL) study in SA contexts. The current study investigated the learner-perception of their preferred time in TL study for oversea immersion self-reported by students themselves. Participants (N=125) studying 30 languages in 32 different countries were recruited nation-wide. The results of students’ self-reports revealed that participants preferred intermediate levels of TL proficiency than any other level of proficiency. Findings of this study, even though they are based on the self-reported data, make important contributions to SA research and to the field of international education.

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Section: Journal Of Language Teaching and Researchmentioning

confidence: 99%

Learners’ Self-perception of Target Language Study in Overseas Immersion

Kang

Ghanem

2016

JLTR

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“…For example, Hansel and Grove (1986) surveyed sojourner characteristics such as adaptability, critical thinking, independence, international awareness, self-confidence, and understanding other cultures. Carlson and Widaman (1988) studied international political concern, cross-culture interest, critical thinking and cultural cosmopolitanism.…”

Section: Trait Modelsmentioning

confidence: 99%

“…Armstrong, in his 1984 study, noted that the first item of student-perceived benefits of study abroad was becoming fluent in Spanish and developing a desire to continue in language study. In Hansel and Grove's (1986) study of high school students, those who went to…”

Section: Koester Commentsmentioning

confidence: 99%

“…Hannigan (1990) views adaptation as encompassing cognitive, attitudinal, behavioral, and psychological changes which result in an individual moving from a state of discomfort to feeling at home in the new or foreign culture. Hansel and Grove (1986) define adaptability as the "ability to deal flexibly with and adjust to new people, places, and situations;…”

Section: Introductionmentioning

confidence: 99%

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Study Abroad and Self-perceptions of Cross-Cultural Adaptability

King¹

2000

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An abstract of the thesis of Heidi C. King for the Master of Arts in TESOL Title: Study Abroad and Self-Perceptions of Cross-Cultural Adaptability With growing recognition of the duality of language and culture, the TESOL profession is placing increasing emphasis on the importance of understanding intercultural dynamics in the second language classroom. Currently, however, there is a lack of empirical information and measurement instruments to aid understanding within the field of cross-cultural communication. In response to this lack of instrumentation, Kelley and Meyers (1993) recently created the Cross-Cultural Adaptability Inventory (CCAI), a 5 0-item, self-perception inventory designed to measure cross-cultural adaptability through a total score and four contributing dimensions: Emotional Resilience, Flexibility/Openness, Perceptual Acuity and Personal Autonomy.The two primary purposes of this study were: (1) to add to a limited empirical base by studying the effect of four independent variables--host culture contact, cultural distance, second language proficiency, and length of previous experience abroad--on the dependent variable of cross-cultural adaptability; (2) to explore the possibility of using the CCAI for cross-cultural training in the TESOL profession.Two hundred and forty-five college/university students from two schools participated in the study. Subjects were selected based on location and length of previous cross-cultural experience abroad. Twenty-eight subjects with academic minors in TESOL were also specifically selected.The statistical methodology of this study differed from that of Kelley and Meyers in its treatment of the CCAI Likert scale data as ordinal rather than interval data. After creating an index based on rank scores, one-way analysis of variance and Pearson's correlation coefficient were used for statistical analysis. Overall, the four primary variables of the study were shown to be significantly related to self-perceptions of cross-cultural adaptability. Of the four, cultural distance showed the weakest relationship. One scale, Personal Autonomy, stood out for consistently different results than those of the other three scales. Results were also discussed for TESOL vs. non-TESOL minors, age, gender, and satisfaction with sojourn abroad.

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“…Study or work placements abroad are viewed as bringing an improvement of many positive personal characteristics and a greater intercultural appreciation (Hansel and Grove 1986;Kneale 2008;Pence and Macgillivray 2008). It is possible that the perceived personal benefits cited by these home students allowed them to take a measured and tactful approach towards the group discussions, which, as will be seen below, did not always appear to run smoothly.…”

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confidence: 99%

Collaboration or confrontation? An investigation into the role of prior experiences in the completion of collaborative group tasks by student teachers

Crichton

Templeton

2012

European Journal of Teacher Education

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This paper describes research which investigated how a group of 23 postgraduate student teachers from a wide variety of international backgrounds with a broad range of previous experience perceived the significance of their own and others' prior experience in accomplishing directed collaborative tasks, related to their coursework, in pre-determined groupings. The students were asked to comment on how they valued their own and others' prior experiences and how they considered prior experience informed the completion of the tasks. They were also asked to comment on the dynamic of groups in which they worked and how they felt others' prior experiences affected the management and achievement of the task. The students rated some experiences more highly than others and almost all appreciated the predetermined nature of the groupings as benefitting them socially as well as educationally. However, they raised practical, attitudinal and personality issues, suggesting that more structured guidance from tutors at the outset would be beneficial.

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International Student Exchange Programs—Are the Educational Benefits Real?

Abstract: Educators who have "assumed" that travel and exchange pro grams abroad are educationally beneficial will breathe easier after reading this article. The authors explain the details of a study that validates scientifically what most people have be lieved.

Cited by 19 publications

References 0 publications

Learners’ Self-perception of Target Language Study in Overseas Immersion

Learners’ Self-perception of Target Language Study in Overseas Immersion

Study Abroad and Self-perceptions of Cross-Cultural Adaptability

Collaboration or confrontation? An investigation into the role of prior experiences in the completion of collaborative group tasks by student teachers

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