Study abroad and Self-efficacy

1. Study abroad and Self-efficacy J. Cubillos University of Delaware

2. TABLE 1: Changes in the number of study abroad programs and participants Source: IIE’s-Open Doors Report, 2009

3. TABLE 2: Length of Study Abroad Experience among 2007/8 Participants

4. TABLE 3: Research Articles on Study Abroad Published Between 2000 and 2010

5. Linguistic Benefits of Study Abroad

6. Motivation • A need or desire to learn • Traditional perspectives: • Gardner & Lambert (1972): Choice motivation (Instrumental/integrative) • Study abroad (Kouritzin et al, 2009; Koul et al, 2009): Integrative motivation-higher proficiency

7. Motivation Research (Cont.) • Sustained Deep Learning (SDL), Schumann (1997) • Complex learning tasks require a drive that can sustain effort until proficiency is achieved • Dörnyei (1994): Process Model of Foreign Language Motivation • Beyond intention, to execution, to evaluation

8. FIGURE 4: Dörnyei ‘s Process Model of Foreign Language Motivation

9. Dornyei’s Motivational Model • Post-actional phase is paramount in SDL • The determining factor in further learning is self-efficacy beliefs • “If the learner is convinced that his/her performance was adequate or amenable to improvement through further learning he/she will be more likely to engage and persist in additional learning tasks”

10. Research Questions • Does the study abroad experience have any impact on self-efficacy perceptions among FL learners? • Is the impact of study abroad on self-efficacy perceptions uniform across all language skills (reading, writing, reading, speaking)? • Do changes in self-efficacy perceptions vary depending on destination or length of program? • What is the role of cultural engagement (amount and type of interaction with the local community) on self-efficacy perceptions?

11. Research Design • Instrument development for the measurement of FL self-efficacy (National Capital Language Resource Center) • Repeated measures design to explore the impact of treatment (study abroad experience) • Regression analysis to determine the role of cultural engagement on self-efficacy gains

12. TABLE 4: Demographics

14. TABLE 5: Key Measures in the Development of the Pre- and Post- Self-Efficacy Scales for Reading, Writing, Listening, and Speaking Skills

15. Research Questions • Does the study abroad experience have any impact on self-efficacy perceptions among FL learners?

16. TABLE 6: Matched Paired Tests of Gain for the Self-Efficacy Skills * p < .05 ** p < .01 *** p < .0001

17. Research Questions • Is the impact of study abroad on self-efficacy perceptions uniform across all language skills (reading, writing, reading, speaking)?

18. TABLE 7: Q2 Measures of Self-Efficacy Gain by Language Sub-Skill

19. Research Questions • Do changes in self-efficacy perceptions vary depending on destination or length of program?

20. TABLE 8: Regression Models of the Gain in Self-Efficacy Scales * p < .05 ** p < .01 *** p < .0001

21. Research Questions • What is the role of cultural engagement (amount and type of interaction with the local community) on self-efficacy perceptions?

22. TABLE 9: Cultural Engagement Questions Administered to Students After Completing the Study Abroad

23. TABLE 10: Regression Models of the Gain in Self-Efficacy Scales as a Function of Cultural Engagement

24. Conclusions and Recommendations • Study abroad experiences enhance self-efficacy beliefs among FL learners • Self-efficacy changes occur across all language sub-skills • Highest benefits are associated with longer stays • Students participating in shorter programs also benefit significantly from the study abroad experience

25. Conclusions/Recommendations (Cont) • Study abroad has a great potential as a recruitment and retention tool • Interaction with the local community is associated with self-efficacy gains

26. APPENDIX C: Sample Student Responses to Survey • This program has strengthened my confidence because I was able to try out my Spanish and was able to realize how much I really could do. • This experience has greatly enhanced my confidence in speaking Spanish. Everybody speaks it so well, obviously because it's their 1st language. But the embarrassment doesn't stop me from trying. I'm encouraged by it to get better and to match their fluency. • It has enhanced my ability to overcome any amount of fear or embarrassment I had to speak the language. There were so many times that I had to ask for directions or ask people questions that I’m not embarrassed or shy to ask people anymore.

27. APPENDIX C: Sample Student Responses to Survey • It has enhanced my confidence. At the beginning, mastering Spanish seemed like an impossible task but it has evolved into a challenge that I feel will be very beneficial. The number of bilingual people in Europe is astounding and I would love to one day be able to communicate fluently in a different language. I have decided to pick up a Spanish minor as a result of this trip and I would like to study abroad to another Spanish-speaking country to continue to practice. • I'm definitely more confident in my ability to master the French language, but I think the program is slightly lacking in opportunities to build that skill in a native-speaking environment. I would like to known at the start how to find channels of interaction with French students and people my age.