Engineering Engagement: Perceived L2 Development and Short-Term Service Learning Abroad

Autor/inn/en	Gaugler, Kevin M.; Matheus, Carolyn C.
Titel	Engineering Engagement: Perceived L2 Development and Short-Term Service Learning Abroad
Quelle	In: Foreign Language Annals, 52 (2019) 2, S.314-334 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12393
Schlagwörter	Second Language Learning; Second Language Instruction; Study Abroad; Instructional Design; Outcomes of Education; Language Proficiency; Comparative Analysis; Spanish; Computer Science Education; Middle School Students; Summer Programs; Gender Differences; Self Evaluation (Individuals); Foreign Countries; Program Descriptions; Interpersonal Communication; Speech Communication; Listening Skills; Dominican Republic + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Studies abroad; Auslandsstudium; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernleistung; Schulerfolg; Language skill; Language skills; Sprachkompetenz; Spanisch; Computer science lessons; Informatikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sommerkurs; Geschlechterkonflikt; Ausland; Interpersonale Kommunikation; Dominikanische Republik
Abstract	The current study compared perceived language gains between learners of different preprogram proficiencies, academic interests, and genders who participated in the same predeparture preparation and short-stay service learning program abroad. L2 learners studying Spanish and computer science students participated in a semester-long program to design two 1-week technology summer camps for middle school students in the Dominican Republic, followed by a sojourn to the site where participants led all camp learning and social activities. Representative statements from the "NCSSFL-ACTFL Can-Do Statements" (2015) were used to measure students' self-assessed predeparture and postdeparture ability in the three modes of communication (interpersonal speaking, interpretive listening, and presentational speaking). Results demonstrated a statistically significant difference in self-assessed language gain across the modes, with females and students with a higher predeparture proficiency reporting greater gains in perceived language development. Implications for instructional design and implementation of short-term study abroad are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01