The Role of Individual Differences in a Study Abroad Experience: The Case of Erasmus Students

Autor/inn/en	Llanes, Angels; Tragant, Elsa; Serrano, Raquel
Titel	The Role of Individual Differences in a Study Abroad Experience: The Case of Erasmus Students
Quelle	In: International Journal of Multilingualism, 9 (2012) 3, S.318-342 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2011.620614
Schlagwörter	Individual Differences; Program Effectiveness; Study Abroad; Learning Experience; Student Experience; Case Studies; English (Second Language); Second Language Learning; Spanish Speaking; Student Motivation; Student Attitudes; Achievement Gains; Performance Factors; Oral Language; Oral Reading; Writing (Composition); Performance Based Assessment; Questionnaires; Statistical Analysis; Speech Skills; Language Acquisition; Aptitude Treatment Interaction; Undergraduate Students; United Kingdom + Suchen Sie Ihr Suchwort? Individueller Unterschied; Studies abroad; Auslandsstudium; Lernerfahrung; Studienerfahrung; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulische Motivation; Schülerverhalten; Achievement gain; Leistungssteigerung; Leistungsindikator; Oral interpretation; Mündlicher Sprachgebrauch; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Schreibübung; Leistungsermittlung; Fragebogen; Statistische Analyse; Mündliche Leistung; Sprachfertigkeit; Sprachaneignung; Spracherwerb; Großbritannien
Abstract	This study examines the extent to which a study abroad (SA) experience has an effect on the L2 written and oral performance of a group of Spanish undergraduates, studying English as a second language (L2) in a university in the UK. This article also examines the role that individual differences, such as the participants' motivation, attitudes, perception of progress, L2 contact and academic factors, have with regards to their written and oral performance. Written and oral data were collected from 24 participants by means of a composition and an oral narrative before and after their overseas experience, whereas data on individual differences were gathered through a questionnaire. The results of the statistical analyses suggest that SA is positive for L2 development, particularly for oral skills. Results also indicate that some individual differences related to the participants' attitudes, university degrees, self-perception of their L2 proficiency and L2 contact play a role when learning an L2 abroad. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10