Learning Outcomes and Self-Perceived Changes among Japanese University Students Studying English in the Philippines

Autor/in	Ikeda, Risa
Titel	Learning Outcomes and Self-Perceived Changes among Japanese University Students Studying English in the Philippines
Quelle	In: TESL-EJ, 23 (2020) 4, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Outcomes of Education; Self Concept; College Students; English (Second Language); Foreign Countries; Study Abroad; Immersion Programs; Language Attitudes; Program Length; Attitude Change; Language Tests; Second Language Learning; Young Adults; Communication Skills; Intercultural Communication; Program Effectiveness; Japan; Philippines; Test of English for International Communication; International English Language Testing System + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Selbstkonzept; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Studies abroad; Auslandsstudium; Immersionsprogramm; Sprachverhalten; Attitudinal change; Einstellungsänderung; Language test; Sprachtest; Zweitsprachenerwerb; Young adult; Junger Erwachsener; Kommunikationsstil; Interkulturelle Kommunikation; Philippinen; Language tests; Englisch
Abstract	Study abroad destinations for Japanese students, particularly those aiming to improve their English language skills, tend to focus on the "Inner Circle" (Kachru, 1992) of English-speaking countries. However, over the last two decades, Korean and Japanese-owned English language schools in the Philippines started to appear, leading to over 6,700 people from Japan going to study English in the Philippines in 2018. In this paper, I aim to document the effects and self-perceived changes that occurred as a result of studying abroad in the Philippines by drawing on a case study of 103 Japanese university students on a four-week intensive English language program. Data collection was conducted over the course of May to December 2018 by means of interviews, questionnaires, and ethnographic observations. Among the common themes that emerged was a shift in focus from grammatical form and accuracy to communication-oriented goals for learning. Such changes in beliefs toward language learning triggered by a study abroad experience can be accounted for using the concept of language ideologies (Surtees, 2016). While this study only accounts for learner impressions shortly after their return, it illustrates the potential impact of a cross-cultural experience on students' overall belief systems regarding language learning and communication. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01