Abstract
References
- Dorneyei, Z. & Ushioda, E. (Eds.). (2009). Motivation, Language Identity, and the L2 Self. Bristol: Multilingual Matters. Kitao, S.K. (1993). “Preparation for and Results of a Short-term Overseas Study Program in the United States.” Bulletin of Institute for Interdisciplinary Studies of Culture, 10, 107-118. Nakayama, Asami. (2013). “Motivational Changes through Study Abroad Experience in the U.K.” The JACET Chubu Journal, 12, 63-76. Shibata, M. (2009). “Japanese Pre-service Teacher Trainees’ Awareness of English as an International Language.” Gengobunnka Kenkyuu Kiyou: Scripsimus, 18, 1-25. Tomoto, Yuko. (2015). “A Study of How Bilingual Speakers of Japanese and English are Affected by the Language They Use.” Studies in Comparative Culture, 118, 139-154. Tomoto, Yuko. (2016). “Effect of Background Culture in Foreign Language Acquisition.” Studies in Comparative Culture, 123, 25-136. Ushioda, E. (2011). Motivating Learners to Speak as Themselves. In G. Murray, X Gao, & T. Lamb (Eds.), Identity, Motivation, and Autonomy in Language Learning, 11-24. Buffalo, NT: Multilingual Matters. Yamane, S. & Hodgins, B. (1987). “English Language Learning Immersion Environment Relative Classroom Environment.” Journal of Tezukayama College, 24, 87-94.
The Effectiveness of Studying Abroad Programs for L2 Students -How the Students’ Minds Changed after Being Exposed to English Only Environment for 2 Weeks-
Abstract
Study abroad programs are known to be
effective to learn English for L2 students in Japan. Since 2010, our college has been offering our
students a Summer Intensive English Program (SIEP) in our affiliate school,
University of Pittsburgh at Bradford (UPB) in the United States. Though it is a
short term to study English abroad, one of the authors on this study, as a
leader of this program in 2018, observed a big impact upon the students during
and after the program. Until today, in
our college, little research had been conducted on the students’ changes after
coming back to Japan. In this study, we
collected the students’ feedback after SIEP by conducting questionnaires and
interview research. After that, we compared the scores before and after
SIEP. The purpose of this study is to
investigate the relationship between their minds and English competency and
what is needed to improve the SIEP program next year.
References
- Dorneyei, Z. & Ushioda, E. (Eds.). (2009). Motivation, Language Identity, and the L2 Self. Bristol: Multilingual Matters. Kitao, S.K. (1993). “Preparation for and Results of a Short-term Overseas Study Program in the United States.” Bulletin of Institute for Interdisciplinary Studies of Culture, 10, 107-118. Nakayama, Asami. (2013). “Motivational Changes through Study Abroad Experience in the U.K.” The JACET Chubu Journal, 12, 63-76. Shibata, M. (2009). “Japanese Pre-service Teacher Trainees’ Awareness of English as an International Language.” Gengobunnka Kenkyuu Kiyou: Scripsimus, 18, 1-25. Tomoto, Yuko. (2015). “A Study of How Bilingual Speakers of Japanese and English are Affected by the Language They Use.” Studies in Comparative Culture, 118, 139-154. Tomoto, Yuko. (2016). “Effect of Background Culture in Foreign Language Acquisition.” Studies in Comparative Culture, 123, 25-136. Ushioda, E. (2011). Motivating Learners to Speak as Themselves. In G. Murray, X Gao, & T. Lamb (Eds.), Identity, Motivation, and Autonomy in Language Learning, 11-24. Buffalo, NT: Multilingual Matters. Yamane, S. & Hodgins, B. (1987). “English Language Learning Immersion Environment Relative Classroom Environment.” Journal of Tezukayama College, 24, 87-94.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | February 26, 2019 |
| Published in Issue | Year 2019 Volume: 12 |
