Qualitative Approaches for Study Abroad Research

Natalia, Curto; García, Nieto

doi:10.4324/9781315639970-4

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…In order to investigate these research questions, the course syllabus, mobile app assignments, two focus group interviews, two reflection papers, and responses to a program evaluation survey were collected. For this case study, due to the small sample size, the focus on learner's experience, and the variety of language and cultural learning goals, this study uses qualitative methods as called for in Ward (2018) and García-Nieto (2018).…”

Section: Methodsmentioning

confidence: 99%

Holistic Evaluation of Short-Term Education Abroad Interventions: A Preliminary Case Study

Fedewa

2024

Frontiers

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This preliminary case study used qualitative methods to analyze the experiences of eight short-term education abroad participants prior to, during, and shortly after a two-week program in Taipei. Interpretive analysis of reflection papers, focus group interviews, mobile app assignments, and a post-program evaluation survey revealed that students experienced an increase in language skills and cultural knowledge as well as personal growth. Students attributed these gains to interactions, reflections, and classroom/coursework engagement. The study uses a constructivist and Experiential Learning framework to add to ongoing research on affordances and limitations of short-term education abroad. Implications of the study for future research, program design, and stage-by-stage interventions in short-term education abroad contexts are also discussed. Abstract in Chinese 這項初步案例研究運用了定性研究方法，分析了八位參與為期兩周台北項目的短期留學生在項目之前、項目期間和項目結束後的經歷。透過學生所寫的學習心得、焦點小組訪談、學生完成的移動應用任務以及項目後的評估調查，解釋性分析顯示學生在語言技能、文化知識以及個人成長方面都有所提升。學生歸因這些成果於與當地人的互動、反思以及課堂/課程的參與。該研究運用建構主義和經驗學習框架，以擴充對短期留學的可行性和局限性的研究。最後，本研究對短期留學的未來研究以及短期留學項目的階段性設計也提出了建議。

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Section: Methodsmentioning

confidence: 99%

Holistic Evaluation of Short-Term Education Abroad Interventions: A Preliminary Case Study

Fedewa

2024

Frontiers

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“…This can be explained by a wide range of variables, of which Larsen-Freeman (2018) claims there are more than 100, that vary across L2 learners and influence their L2 learning throughout their stay in South Africa (Geeslin & Schmidt, 2018). Among these variations is L2 motivation (García-Nieto, 2018).…”

Section: Introductionmentioning

confidence: 99%

Language Learning Motivation in Pakistan: An Analysis of Social and Psychological Reactance in Pakistan

Ali,

Abbas,

Ahmed

2024

jsom

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This study examines the motivations behind six academic sojourners in Germany, who are studying a second language (L2) in an effort to explain the discrepancy in the linguistic quality outcome of study abroad (SA) experiences. Using a person-in-context approach, it was discovered that forming close bonds with "native-speakers," giving international students opportunities for L2-mediated engagement, and receiving social acceptance were all important factors in determining how invested SA students were in social practices. These social interactions were discovered to be the result of second language motivation, which is a step in the identity-construction process. Furthermore, given that the majority of participants' motivations were developed in spite of their unfavorable or neutral sentiments towards the English language, the theme analysis of the narrative inquiries reveals that the English language's worldwide standing defies conventional conceptualizations of L2 motivation. The results also support the notion that the other can serve as a strong source of inspiration for students, allowing them to refuel their motivational pipeline and invest in social identities in order to develop their ideological selves. As "native-speakers" are rarely the closest analogues to L2 learners, the paper's conclusion suggests reinterpreting the conceptualization of the Ideal L2 Self system and adding explicit intrinsic orientations. Additionally, language schools in Karachi, Pakistan contexts ought to concentrate on starting discussion groups and organizing social gatherings for South African students in order to offer a secure environment in which their identities can be formed, played out, and rebuilt.

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The Role of Second Language Motivation in Constructing the Self: An Empirical Study to Investigate the Role of Motivational Trajectories in Negotiating and Reconstructing Academic Sojourners’ Desired Selves in the UK

Alshatti¹

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">This study is an endeavour to explicate the dissonance of the linguistic quality outcome of study abroad (SA) experiences by exploring the second language (L2) motivation of six academic sojourners in Manchester. A person-in-context approach revealed that developing intimate relationships with ‘native-speakers’, providing L2-mediated interaction opportunities with international students, and social approval were key determinants of the extent to which SA students were invested in social practices. Such social engagements were found to stem from second language motivation that is part of identity construction process. In addition, the thematic analysis of the narrative inquiries suggests that the global status of the English language defies the traditional conceptualisations of L2 motivation as most participants’ motivations were formed despite their negative or neutral attitudes towards the English community. The findings also endorse the role of the other as a robust motivational source by which learners can replenish their motivation stream, leading to social identity investment to construct their ideological selves. The paper concludes with a recommendation to re-interpret the conceptualisation of the Ideal L2 Self system because ‘native-speakers’ are rarely the closest parallels to L2 learners, and it should incorporate explicit intrinsic orientations. Furthermore, language institutions in SA contexts should direct their focus on establishing conversation clubs and hosting social events for SA students to provide a safe space for their identities to be developed, enacted and reconstructed.</p>

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Qualitative Approaches for Study Abroad Research

Cited by 4 publications

References 1 publication

Holistic Evaluation of Short-Term Education Abroad Interventions: A Preliminary Case Study

Holistic Evaluation of Short-Term Education Abroad Interventions: A Preliminary Case Study

Language Learning Motivation in Pakistan: An Analysis of Social and Psychological Reactance in Pakistan

The Role of Second Language Motivation in Constructing the Self: An Empirical Study to Investigate the Role of Motivational Trajectories in Negotiating and Reconstructing Academic Sojourners’ Desired Selves in the UK

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