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

Abstract

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.

Commentary: Evidence-Based Principles for Pronunciation Teaching & ESL Immersion and Pronunciation Development

“…Lastly, the results of this exploratory study bring up the question of the optimal proficiency level that is required for L2 speakers to benefit from an immersion experience. This study reinforces the findings of previous research showing the importance of both segmentals and suprasegmentals (Pickering, 2001;Hahn, 2004;Field, 2005;Kang, 2010;Kang et al 2010;Kang and Moran, 2014) for L2 pronunciation performance and how they may follow different developmental trajectories for speakers who started their immersion experience at different levels (Collentine, 2009;Davidson, 2010;Kang and Ghanem, 2016). It also indicates that some pronunciation features may be quite challenging to acquire, at least in a short time frame.…”

The Effects of ESL Immersion and Proficiency on Learners’ Pronunciation Development

“…Attempts have been made to determine the optimal point in learners' proficiency to be immersed for it to result in noticeable L2 development. For example, Kang and Ghanem, (2016) found with the help of a nation-wide self-report survey that the intermediate level was somewhat more beneficial than other levels for immersion programs. Other researchers (e.g., Brecht et al, 1995;Martinsen, 2008;Collentine, 2009;Munõz and Llanes, 2014) argued that beginning-level language learners demonstrate the greatest amount of improvement in oral and aural communication skills as a result of ESL immersion.…”