Topic
Study abroad
About: Study abroad is a research topic. Over the lifetime, 6979 publications have been published within this topic receiving 97092 citations. The topic is also known as: studying abroad & studies abroad.
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01 Jan 2000
TL;DR: Place of Origin Undergrad Graduate Non-degree OPT Unknown Other Total Afghanistan Albania 3 3 Algeria Andorra Angola Anguilla Antigua/Barbuda Argentina 1 17 1 2 21 Armenia 4 1 5 Aruba Australia 15 8 3 3 29 Austria 1 1 2 Azerbaijan 1 1 Bahamas 1 1 1 3 Bahrain 1 2 3 Bangladesh 4 3 7 Barbados Belarus 1 1 Belgium 7 5 1 13 Belize Benin Bermuda 2 1 3 Bhutan 1 1 Bolivia 2 3 5 Bosnia & Herzegovina Botswana Brazil 11 41 1 3 56 British Virgin Is.
Abstract: Place of Origin Undergrad Graduate Non-degree OPT Unknown Other Total Afghanistan Albania 3 3 Algeria Andorra Angola Anguilla Antigua/Barbuda Argentina 1 17 1 2 21 Armenia 4 1 5 Aruba Australia 15 8 3 3 29 Austria 1 1 2 Azerbaijan 1 1 Bahamas 1 1 1 3 Bahrain 1 2 3 Bangladesh 4 3 7 Barbados Belarus 1 1 Belgium 7 5 1 13 Belize Benin Bermuda 2 1 3 Bhutan 1 1 Bolivia 2 3 5 Bosnia & Herzegovina Botswana Brazil 11 41 1 3 56 British Virgin Is.
682 citations
TL;DR: The authors investigated the role of context of learning in second language (L2) acquisition and found that learners in the SA context made greater gains, both in terms of temporal and hesitation phenomena and in oral proficiency as measured by the oral proficiency interview (OPI).
Abstract: This study investigates the role of context of learning in second language (L2) acquisition. Participants were 40 native speakers of English studying Spanish for one semester in one of two different learning contexts—a formal classroom at a home university (AH) and a study abroad (SA) setting. The research looks at various indexes of oral performance gains—particularly gains in oral fluency as measured by temporal and hesitation phenomena and gains in oral proficiency based on the Oral Proficiency Interview (OPI). The study also examines the relation these oral gains bore to L2-specific cognitive measures of speed of lexical access (word recognition), efficiency (automaticity) of lexical access, and speed and efficiency of attention control hypothesized to underlie oral performance. The learners also provided estimates of the number of hours they spent in extracurricular language-contact activities. The results show that in some respects learners in the SA context made greater gains, both in terms of temporal and hesitation phenomena and in oral proficiency as measured by the OPI, than learners in the AH context. There were also, however, significant interaction effects and correlational patterns indicating complex relationships between oral proficiency, cognitive abilities, and language contact. The results demonstrate the importance of the dynamic interactions that exist among oral, cognitive, and contextual variables. Such interactions may help explain the enormous individual variation one sees in learning outcomes, and they underscore the importance of studying such variables together rather than in isolation.This research was funded in part by a grant to Barbara F. Freed from the Council on International Educational Exchange, New York, in part by a grant from the Natural Sciences and Engineering Research Council of Canada to Norman Segalowitz, and in part by a grant from the Dean's Office, Faculty of Arts and Science at Concordia University, to Segalowitz. The authors wish to thank Joe Collentine, Manuel Diaz-Campos, and Barbara Lafford, who are members of the research team involved in the larger project of which this study is one part. A special note of thanks is due to Nicole Lazar, who is also a member of the research team, for her invaluable statistical advice. Finally, the authors would like to thank Conchita Bueno, Hazel Casas, Elizabeth Gatbonton, Randall Halter, Guy Lacroix, Anne-Marie Linnen, Magnolia Negrete, Irene O'Brien, Laura Renteria-Diaz, Marlene Taube, and Naomi Yamasaki, who helped during various phases of this project.
658 citations
TL;DR: In this article, the authors explored the intercultural communication skills of study-abroad and on-campus students using the Cross-Cultural Adaptability Inventory and the Intercultural Sensitivity Index.
Abstract: This study answers a need for outcome assessment in study abroad by exploring the intercultural communication skills of study abroad and on campus students. Through a pretest and posttest of two specific skills, intercultural adaptability and intercultural sensitivity, study abroad students were compared to students who stay on campus to measure their change (if any) during the course of the semester. Using the Cross-Cultural Adaptability Inventory and the Intercultural Sensitivity Index, the two student groups individually assessed their strengths and weaknesses through a self-reported inventory at the beginning and end of the fall 2002 academic semester. Results confirmed the hypothesis that students who study abroad exhibit a greater change in intercultural communication skills after their semester abroad than students who stay on campus. Results also indicated that exposure to various cultures was the greatest predictor of intercultural communication skills.
614 citations
TL;DR: This paper examined the relationship between friendship networks, social connectedness, homesickness, contentment, and satisfaction among international students, and found that international students with a higher ratio of individuals from the host country in their network claimed to be more satisfied, content, and less homesick.
595 citations
TL;DR: In this paper, the authors used the Intercultural Development Inventory (IDI) to assess the extent to which a short-term, faculty-led study abroad program can affect the cross-cultural sensitivity of student learners.
546 citations