What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of Students' Motives and Goals

Autor/in	Allen, Heather Willis
Titel	What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of Students' Motives and Goals
Quelle	In: Journal of Studies in International Education, 14 (2010) 5, S.452-470 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315309334739
Schlagwörter	French; Study Abroad; Case Studies; Student Experience; Individual Characteristics; Student Educational Objectives; Second Language Learning; Second Language Programs; Motivation; Summer Programs; Interviews; Questionnaires; Student Journals; Participant Satisfaction; Comparative Analysis; Foreign Countries; France + Suchen Sie Ihr Suchwort? Französisch; Studies abroad; Auslandsstudium; Case study; Fallstudie; Case Study; Studienerfahrung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Zweitsprachenerwerb; psychologische; Motivation (psychologisch); Sommerkurs; Interviewing; Interviewtechnik; Fragebogen; Studentenzeitung; Ausland; Frankreich
Abstract	This comparative case study explored the motives and goals of two American students participating in short-term study abroad (SA). Findings, interpreted from an activity theory perspective, demonstrated that despite similar language-learning histories and demographic characteristics, the students were learning French and participating in SA for different reasons. Dissimilarities between their language-learning motives and goals for SA led to differences in their experiences using French and interacting with host families and, later, to shifts in goals and language-learning strategies. These findings offer support for a relational definition of the "context" of learning during SA wherein context is emergent from individuals' language-learning motives and reasons for engaging in SA, goals for SA, and resulting actions. Practical implications of this study include the need for intervention in student learning during SA. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10