A systematic review of short-term study abroad research methodology and intercultural competence outcomes

Goldstein, Susan B.

doi:10.1016/j.ijintrel.2022.01.001

Cited by 30 publications

(20 citation statements)

References 74 publications

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“…Hence, the next logical step could be undertaking a meta-analysis based on the outcomes of STSA identified in our study. Varela's (2017) study serves as the best practice of SA outcomes, and Goldstein's (2022) study further supports the idea that despite the methodological diversity of STSA studies, a meta-analysis of STSA outcomes is a next logical step for STSA researchers.…”

Section: Short-term Study Abroad Outcomesmentioning

confidence: 57%

“…Researchers have highlighted extensive and diverse benefits of undertaking STSA programs (Goldstein, 2022;Roy et al, 2019;Drake et al, 2015;Geyer et al, 2017).…”

Section: Short-term Study Abroad Outcomesmentioning

confidence: 99%

“…Researchers have highlighted extensive and diverse benefits of undertaking STSA programs (Goldstein, 2022; Roy et al , 2019; Drake et al , 2015; Geyer et al , 2017). Unfortunately, in spite of rapidly growing empirical STSA research to date, there have been no systematic reviews with a focus on the comprehensive outcomes of STSA only.…”

Section: Introductionmentioning

confidence: 99%

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Systematic review of short-term study abroad outcomes and an agenda for future research

Bradly

Iskhakova

2022

JIEB

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Purpose The purpose of this paper is to serve as a comprehensive review of short-term study abroad (STSA) outcomes to help guide future STSA and study abroad (SA) scholars and practitioners in the further development of the field. Design/methodology/approach This paper is the first comprehensive and systematic review of all outcomes of STSA programs within the SA body of research based on 156 papers. Findings The study provides the first comprehensive classification of all previously studied STSA outcomes (85) into six categories: cross-cultural outcomes, STSA pedagogy outcomes, personal and professional outcomes; language outcomes; teacher and faculty outcomes; and other outcomes. Distinct sub-categories are identified that provide insights on the current landscape of STSA and related research. Research limitations/implications This study makes a significant contribution to the theory and practice of SA, and among the key contributions are a systematic understanding of the scale and scope of STSA outcomes; insights on the most efficient design of future STSA programs; and an expanded understanding of the role and importance of STSA programs in international education. Furthermore, a comprehensive STSA outcomes map develops an extensive research agenda. Social implications While the COVID-19 pandemic currently limits the opportunities for STSA, given its previous popularity, the authors envisage a strong return in the coming years of this form of affordable and valuable global learning. STSA programs have become an important component of higher education and which require considerable resources from participants and educational institutions alike. Therefore, further research is needed to understand the impacts of STSA programs and to further improve program design. Such research will serve to better inform both academic understanding of the phenomenon and educational practice. Originality/value The study provides the first comprehensive classification of all studied STSA outcomes.

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Section: Short-term Study Abroad Outcomesmentioning

confidence: 57%

“…Researchers have highlighted extensive and diverse benefits of undertaking STSA programs (Goldstein, 2022;Roy et al, 2019;Drake et al, 2015;Geyer et al, 2017).…”

Section: Short-term Study Abroad Outcomesmentioning

confidence: 99%

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Systematic review of short-term study abroad outcomes and an agenda for future research

Bradly

Iskhakova

2022

JIEB

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“…Numerous studies have been done that examine the impact of study abroad on ICC (Goldstein, 2022;Hanada, 2019;Maharaja, 2018). Despite the varied interpretations of "culture" and "intercultural competence" that have been applied to such studies, the authors of the current study adopted elements of Byram's 1997 model.…”

Section: Intercultural Communicative Competence (Icc) Developmentsmentioning

confidence: 99%

Experiencing Diversity and English as a Lingua Franca: Japanese University Students in Bangkok

2022

TESOL Communications

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Following a hiatus due to COVID-19 restrictions, study abroad programs continue to be promoted by Japanese universities as beneficial for acquiring English and fostering global human resources. While prospective sojourners primarily consider inner-circle destinations, such as the United States and Australia, outer-circle countries receive significantly less attention. Therefore, this article is based on a longitudinal, transcendental phenomenological study, funded by the Japanese government, involving the shared experiences of six Japanese university students who studied at a university in Bangkok, Thailand. The authors' main purpose is to better understand the experiences of Japanese students in Bangkok, so that educators can improve language and culture curriculum for students intending to study in outer and expanding-circle countries, potentially increasing access and participation. The six participants completed weekly journals over 10 weeks while in Bangkok, followed by a post-return reflective survey and semi-structured interview. To capture the essence of experience, the authors identified 403 significant statements resulting in two clusters of meaning that compose a textural description of experience: utilizing English as a Lingua Franca and exposure to diversity (e.g. openness of sexuality and socio-economic disparities). A more nuanced structural description involves the four clusters of developing intercultural communicative competence; empathy; appreciation of one's home country; and challenging predeparture beliefs of the destination. After defining the participants' essence of experience and their impression of diversity, the authors provide pedagogical implications that can help institutions improve the curriculum of pre-departure programs, especially for students who eventually enroll in international experiences outside the Inner Circle.

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“…The table that follows recommends various films with Latin American cultural themes. These address concepts and realities that can be used to elicit various intercultural reflective tasks while practicing, receiving input, and giving food for thought for both teachers and learners regarding intercultural and language objectives (Goldstein, 2022). After conducting this revision of constructs, arguments, and ideas proposed by ICC advocates, language educators can rest assured that integrating the intercultural component should not be viewed as a difficult task to commit to.…”

Section: Suggestions For Practical Icc Learning Activitiesmentioning

confidence: 99%

The intercultural educator: the what, how, and why of teaching intercultural communicative competence in Latin America

Cubero

2021

Rev. Innova Educ.

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A reflective assessment of teaching praxis’ notions and beliefs becomes essential in instructing learners to effectively interact in intercultural encounters. Arguments in favor of teaching the intercultural component have been promoted for years but have not fully reached systematic incorporation in foreign language education in Latin American countries. This paper examines the concept of the intercultural mediator, approaching key questions (why, what, and how) that emerge when integrating intercultural objectives in the language classroom supported on theoretical frameworks and insights from the authors’ teaching experience. The methodology used was an exploratory qualitative document review. Scientific articles published in reliable databases were consulted to answer the questions targeting intercultural communicative competence teaching. The main objective is to invigorate the discussion regarding the intercultural component in the classroom while exploring practical ideas to teach it. Findings suggest that there is a growing body of literature and interest on approaching theoretical and practical standpoints toward ICC guiding teachers to become intercultural educators willing to integrate and enable learners with the crucial ICC competence. Educators can make a difference in the classroom by utilizing different Latin American resources and material to mediate intercultural matters in the foreign language classroom.

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A systematic review of short-term study abroad research methodology and intercultural competence outcomes

Cited by 30 publications

References 74 publications

Systematic review of short-term study abroad outcomes and an agenda for future research

Systematic review of short-term study abroad outcomes and an agenda for future research

Experiencing Diversity and English as a Lingua Franca: Japanese University Students in Bangkok

The intercultural educator: the what, how, and why of teaching intercultural communicative competence in Latin America

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