Self-confidence amongst study abroad students in an ‘English as a lingua franca’ university

Learning English in Today’s Global World

“…No significant changes in accuracy were detected, suggesting that sojourners might have prioritized fluency at the expense of accuracy. Martin-Rubió and Cots (2018) reported gains in oral fluency and accuracy through descriptive statistics (no statistical tests were computed). They also reported a positive relationship between sojourners' increasing self-confidence and oral proficiency on account that they were in a low-anxiety ELF context away from "a native-speakerist discourse based on a deficit-model of the foreign language learner" (p. 110).…”

The ERASMUS sojourn: does the destination country or pre-departure proficiency impact oral proficiency gains?

“…The SA has been investigated considering proficiency (Serrano et al 2016), oral (McManus et al 2020Mora and Valls-Ferrer 2012) and written gains (Pérez-Vidal 2014), as well as a focus on several programme-related and socio-pragmatic factors, such as social networking (Mitchell et al 2017). The ELFSA context, on the other hand, has thus far been investigated in relation to variables representing how tertiary-level learners interact with their setting such as language awareness (Martín-Rubió and Cots 2018), L2 beliefs (Kaypak and Ortaçtepe 2014), with some research on L2 oral (Llanes 2019;Martín-Rubió and Cots, 2018) and written development (Llanes et al 2016). Contextual characteristics influencing learner identities of university-level ERASMUS exchange students (Kolacsai 2009) and beliefs about learning an L2 (Kaypak and Ortaçtepe 2014) have also been analysed.…”

“…Similarly, investigating the case of university students with different majors, Köylü (2016) and Llanes (2019) noted that after a semester of study abroad within the ERASMUS scheme, their tertiary-level participants reported to value becoming fluent and effective communicators more than having error-free native-like speech. Focusing on L2 oral accuracy in the ELFSA context, Martín-Rubió and Cots (2018) found some gains for their participants majoring in education and engineering based on descriptive statistics, yet no statistical tests were utilised to check for any significant differences before and after the ELFSA experience. Llanes (2019) did check the statistical significance of accuracy gains before and after ELFSA but the reduction in errors per T-Unit that she found in her post-ELFSA participants' oral performances were insignificant.…”

English as a lingua franca: From classroom to out-of-classroom communication

“…The students appeared to show new insights on ELF and increased their awareness of ELF. Thus, much research (Blair, 2015;Martin-Rubio & Cots, 2018;Sifakis, 2019;Sifakis & Bayyurt, 2018;Sung, 2018;Vettorel, 2015Vettorel, , 2016 suggested for further research on ELF-oriented instructional activities incorporated in ELT to have a clear understanding of learners' perspectives. As Sifakis and Bayyurt (2018) stated, if teachers become ELF-aware themselves, they can teach their learners how to be ELF-aware language users.…”