Effects of Varying Lengths of Study-Abroad Experiences on Japanese EFL Students' L2 Writing Ability and Motivation: A Longitudinal Study

Autor/in	Sasaki, Miyuki
Titel	Effects of Varying Lengths of Study-Abroad Experiences on Japanese EFL Students' L2 Writing Ability and Motivation: A Longitudinal Study
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 45 (2011) 1, S.81-105 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Study Abroad; Learning Motivation; Foreign Countries; Writing Ability; English (Second Language); Second Language Learning; Japanese; Native Speakers; Skill Development; Writing Improvement; Time Factors (Learning); Scores; Writing (Composition); Grammar; Longitudinal Studies + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Motivation for studies; Lernmotivation; Ausland; Schreibkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Japaner; Japanisch; Muttersprachler; Kompetenzentwicklung; Qualifikationsentwicklung; Schreibübung; Grammatik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The present study investigated the effects of varying lengths of overseas experiences on 37 Japanese students' English writing ability and motivation over 3.5 years. The students were observed at the beginning of their first year and in the middle of their second, third, and fourth years at their university. During the 3.5-year observation period, 28 of the 37 students spent 1.5 to 11 months in English-speaking countries. The results revealed that (1) students' second language (L2) writing ability did not change in a linear way; (2) over the 3.5 years, students who spent some time abroad significantly improved their L2 writing ability whereas those who stayed in Japan did not; (3) many of those students who went abroad formed L2-related "imagined communities" that possibly motivated them to improve their L2 writing ability; (4) those students who spent more than 4 months abroad improved their L2 writing ability significantly more than the other students; and (5) only those students who spent more than 8 months abroad became intrinsically motivated and voluntarily practiced to improve their L2 writing. (Contains 6 footnotes and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10