Jennifer Bown

TL;DR: The authors synthesize empirical studies on undergraduate language learners' experience abroad during a time period of a year or less to identify problems and characteristics that language learners generally encounter in the study abroad (SA) experience.

TL;DR: This paper examined pre- dictors of second language (L2) gain of more than 100 native English speakers who participated in study abroad in Mexico, Spain, France, Egypt, Russia, and China.

TL;DR: This paper proposed an approach to understand affect in second language acquisition through a self-regulatory framework, which involved cognitive appraisals of emotional antecedents and the applying of cognitive abilities to perceive, reflect on, and regulate emotions.

TL;DR: This paper examined the self-perceived speaking proficiency development of 204 learners of Japanese who studied abroad in Japan and analyzed connections between self-reported social network development, language use, and speaking development, finding that learners perceived that they gained the most in areas associated with the intermediate and advanced levels of the ACTFL (American Council on the Teaching of Foreign Languages) Speaking Proficiency Guidelines and the least in novice and superior level abilities, largely because of a ceiling effect.

TL;DR: This paper found that contextual factors such as learners' self-beliefs and social support influence the kinds of strategies that learners employ to manage the self-instructional process, and that self-regulation of learning in this context required that learners structure the learning environment to meet their needs and manage their emotional responses to individualized language learning.