EXPLORING LANGUAGE GROWTH IN FULBRIGHT FOREIGN LANGUAGE TEACHING ASSISTANTS: A CORRELATIONAL ANALYSIS

Abstract

An increase in language development is an expected outcome of international exchange programs. However, research studies on linguistic outcomes of international exchange programs are limited. This study explores the influence of participating in the Fulbright Foreign Language Teaching Assistant program on the English language development of the program sojourners. The study examines the impact of internal or external factors, participants' characteristics, and the program's social affordances on the participants’ English language learning outcomes. Through an explanatory sequential mixed methods research design, the study gathers quantitative data from a convenience sample of 164 articipants and qualitative data from a purposive sample of 10 participants. It uses thematic analysis through MAXQDA and correlation and multiple linear regression through SPSS to analyse the data. The study found that the Fulbright Foreign Language Teaching Assistant program positively influences the program participants' English language development. The study also found that competence in using English and intercultural communicative competence are the most prominent direct outcomes of participating in the program. The study concludes that the Fulbright Foreign Language Teaching Assistant program provides a culturally and linguistically rich environment for the language development of the program participants. The study suggests host institutions integrating culture and language-enriching pre- and in-program activities and orientations to support English language development of the Fulbright Foreign Language Teaching Assistant program participants.

Keywords

• Fulbright FLTA
• Language development;
• Intercultural communicative competence
• ; Mixed method research

References

1. References
2. Armea, A. P., Castro, M. P., Llamado, M. N., Lotino, R. B., San Esteban, A. A., & Ocampo, D. M. (2022). English Proficiency and Literary Competence of English Major Students: Predictor forEffective Language and Literature Teaching. Online Submission, 12(1), 141-151. https://doi.org/10.46360/globus.edu.220221019
3. Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and jobperformance: A meta‐ analysis. Personnel Psychology, 44(1), 1–26.https://doi.org/10.1111/j.1744-6570.1991.tb00688.x
4. Braun V., & Clarke V. (2021). Thematic analysis: A practical guide. SAGE
5. Carrillo, R. (2014). The effectiveness of short-term study abroad programs in the development of intercultural competence among participating CSU students. Journal of Student Affairs Research and Practice, 50(1), 1–20.https://www.csustan.edu/sites/default/files/honors/documents/journals/Stirrings/Carrilo.pdf
6. Cubillos, J., & Ilvento, T. (2018). Intercultural contact in short-term study abroad programs. Hispania, 101(2), 249-266. https://doi.org/10.1353/hpn.2018.0117
7. Deardorff, D. K. (2018). The big picture: Reflections on the role of international educational exchange in peace and understanding, All Azimuth A Journal of Foreign Policy and Peace 4(2), 11-20. https://doi.org/10.20991/allazimuth.167337
8. Di Pietro, G. (2015). Do study abroad programs enhance the employability of graduates? Education Finance and Policy, 10(2), 223-243.https://doi.org/10.1162/EDFP_a_00159 Duperron, L., & Overstreet, M. H. (2009). Preparedness for study abroad: Comparing the linguistic outcomes of a short-term Spanish program by third, fourth, and sixth

9. Fidan, Ç & Bouaissane, M. (2025). Exploring Language Growth in Fulbright Foreign Language Teaching Assistants: A Correlational Analysis, semester L2 learners. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 157-179. https://doi.org/10.36366/frontiers.v18i1.259
10. Gaugler, K. M., & Matheus, C. C. (2019). Engineering engagement: Perceived L2 development and short‐ term service learning abroad. Foreign Language Annals, 52(2), 214–334. https://doi.org/10.1111/flan.12393
11. Gautier, R. (2019). Understanding socialization and integration through social network analysis: American and Chinese students during a stay abroad. In M. Howard (Ed.), Study abroad, second language acquisition and interculturality (pp. 207–236). Multilingual Matters. https://doi.org/10.21832/9781788924153-011
12. Goodman Research Group (2016). Evaluation of the impact of the Fulbright FLTA program. http://ejournal.upi.edu/index.php/IJAL/article/view/188/133
13. Hernández, T. A. (2016). Short-term study abroad: Perspectives on speaking gains and language contact. Applied Language Learning, 26(1), 39-64. https://epublications.marquette.edu/span_fac/57/
14. Isabelli‐ García, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learningand study abroad. Language Teaching, 51(4), 439–484. https://doi.org/10.1017/S026144481800023X
15. Kirkgoz, Y. (2017). Exploring the impact of the Fulbright foreign language teaching assistant program on grantees’ educational and cultural beliefs and practices. In J. Mathews-Aydinli, (Ed.), International education exchanges and intercultural understanding: Promoting peace and global relations (pp. 131–155). Palgrave Macmillan Cham. https://doi.org/10.1007/978-3-319-43829-0_9
16. Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning IJQE Fidan, Ç & Bouaissane, M. (2025). Exploring Language Growth in Fulbright Foreign Language Teaching Assistants: A Correlational Analysis, outcomes. Review of Educational Research, 86(4), 1111-1150. https://doi.org/10.3102/0034654315627
17. Lomax, R. G., & Hahs-Vaughn, D. L. (2013). An introduction to statistical concepts. Routledge.
18. Marijuan, S., & Sanz, C. (2017). Technology‐ assisted L2 research in immersive contexts abroad. System, 71(1), 22–34. https://doi.org/10.1016/j.system.2017.09.017
19. Mathews-Aydinli, J. (Ed.) (2017). International education exchanges and intercultural understanding: Promoting peace and global relations. Palgrave Macmillan Cham.
20. Metzgar, E. T. (2017). The Japan Exchange and Teaching (JET) Program: 30 years of public diplomacy in practice. In J. Mathews-Aydinli, (Ed.), International education exchanges and intercultural understanding: Promoting peace and global relations (pp. 113-130). Palgrave Macmillan Cham
21. Mroz, A. P., & Thrasher, T. (2022). Proficiency development and smartphone usage in study abroad: Microgenetic longitudinal case studies of French learners. Foreign Language Annals, 55, 455 493. https://doi.org/10.1111/flan.12619
22. Mroz, A., & Gorham, J. (2024). From caterpillar to butterfly: Story of an ordinarily extraordinary generation Z L2 student abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(1), 312-349. https://doi.org/10.36366/frontiers.v36i1.855
23. Mitchell, R. (2023). Documenting L2 input and interaction during study abroad: Approaches, instruments, and challenges. Second Language Research, 39(1), 59–83. https://doi.org/10.1177/02676583211030626
24. Nolan, E., Héliot, Y., & Rienties, B. (2024). Encouraging intercultural interaction by cultural specific learning design. Journal of Studies in International Education, 28(3), 335-355. https://doi.org/10.1177/10283153221145083
25. Öz, Y., & Gök, E. (2022). The role of studying abroad in attitudes toward immigration: A European context. Journal of International Students, 12(2), 489-509. https://orcid.org/0000-0003-2113-2929
26. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
27. Terzuolo, E. R. (2018). Intercultural development in study abroad: Influence of studentand program characteristics. International Journal of Intercultural Relations, 65, 86– 95. https://doi.org/10.1016/j.ijintrel.2018.05.001
28. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
29. Tullock, B., & Ortega, L. (2017). Fluency and multilingualism in study abroad: Lessons from a scoping review. System, 71(1), 7–21. https://doi.org/10.1016/j.system.2017.09.019
30. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
31. Wilson, I. (2017). Exchanges and peace-making: Counterfactuals and unexplored possibilities. In J. Mathews-Aydinli (Ed.), International education exchanges and intercultural understanding: Promoting peace and global relations (pp. 21–29). Palgrave Macmillan Cham