How Do Erasmus Students Evaluate Their Language Learning Experience Abroad?

Fidan, Nurdan; Karatepe, Çiğdem

doi:10.14689/ejer.2021.93.3

Cited by 5 publications

(2 citation statements)

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“…However, our interviewees pinpointed the need for supporting student mobility (e.g., Erasmus) to develop intercultural awareness. The benefit of such programmes has been reported in the literature (Fidan & Karatepe, 2021;Holmes et al, 2015;Taguchi, 2011). They acknowledged that as learners are exposed to foreign language culture, they gradually start to appreciate the cultural differences.…”

Section: Conclusion Discussion and Implicationsmentioning

confidence: 99%

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Korkmaz

Karatepe

2023

Anadolu Journal of Educational Sciences International

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The aim of this study is to investigate the perceptions of EFL instructors employed in the Schools of Foreign Languages of various universities in Turkey concerning their awareness of pragmatics and pragmatic competence. The sequential mixed method design was used in this descriptive study. The researchers administered a 12-item questionnaire with 61 participants to collect the quantitative data. In addition, to delve into the results obtained from the quantitative data, a two-session focus group interview was conducted with 10 participants to obtain the qualitative data. With regards to data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the perceptions of EFL instructors to be able to ascertain their pragmatic awareness and competence. The results revealed that EFL instructors at the tertiary level had a moderate level of awareness of pragmatics and teaching pragmatics. Most university instructors underscored that they recognize the value of instructing students about pragmatics and cross-cultural issues. Accordingly, they attempt to adopt teaching strategies and practices that consider the needs of the linguistically and culturally diverse students. The outcomes of this study will be of use to foreign language instructors, curriculum designers and policymakers to act and recognize the importance of teaching of pragmatics in foreign language education.

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Section: Conclusion Discussion and Implicationsmentioning

confidence: 99%

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Korkmaz

Karatepe

2023

Anadolu Journal of Educational Sciences International

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“…Besides the ability to speak other languages, former sojourners appear more likely to have strong personal or professional connections to, interests in and knowledge of other cultures, often form internationally focused aspirations, appear more interculturally competent and/or more likely to recommend studying abroad to their children (e.g., Hadis, 2005;Hansel, 2008; for the EUbased ERASMUS program see Bryła, 2015;Engel et al, 2009;Fidan & Karatepe, 2021;Nada & Letgutko, 2022).…”

Section: Disciplinary Cohortsmentioning

confidence: 99%

Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions

Müller

2023

Frontiers

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A relatively small body of research has been conducted on the near- and long-term effects of study abroad (SA) to date. This existing research suggests that SA effects on language skills tend to be volatile, while the impact on various aspects of learners’ personal, academic, and professional development may be longer-lasting. Yet, learner perspectives on the dynamics and durability of such effects, in particular in the context of short-term SA programs, remain largely unexplored. This study hence investigates the near-term impact of short-term SA programs as experienced by students within the first months and years following their sojourns. A qualitative case-study design is employed to examine the accounts of four American students of German, who studied abroad in Austria for four weeks and were interviewed repeatedly over a period of up to 40 months after their sojourns. The results suggest that, from the students’ perspective, many effects deteriorate in the near term, although the overall sojourn experience still appears influential. Abstract in German Nur wenige Forschungsvorhaben haben sich bislang den mittel- bis langfristigen Auswirkungen studentischer Auslandsaufenthalte gewidmet; die bisherige Datenlage deutet jedoch darauf hin, dass die Auswirkungen auf sprachliche Kompetenzen eher unbeständig sind, wohingegen die persönliche, studiums- und berufsbezogene Entwicklung der Lernenden länger von einem Auslandsaufenthalt beeinflusst wird. Die Dynamik und Beständigkeit derartiger Auswirkungen wurden jedoch kaum mit Blick auf kurze Auslandsaufenthalte (≤ acht Wochen) sowie aus der Perspektive der Studierenden erforscht, was die vorliegende Studie insbesondere hinsichtlich mittelfristiger Effekte fokussiert. Mittels eines qualitativen Fallstudiendesigns werden die Interviewdaten vier amerikanischer Deutschlernender untersucht, die sich vier Wochen in Österreich aufhielten und in einem Zeitraum von bis zu 40 Monaten nach ihrem Aufenthalt wiederholt befragt wurden. Die Ergebnisse zeigen, dass viele Auswirkungen eines solchen Aufenthalts aus studentischer Perspektive mittelfristig verblassen, auch wenn der Auslandsaufenthalt im Gesamten weiterhin als einflussreiche Erfahrung wahrgenommen wird.

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The perceptions of study abroad coordinators about digitalisation and Erasmus + virtual mobility

Konaklı,

Alkanat Akman,

Mert

et al. 2024

Research in Comparative and International Education

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Most study abroad research focused on the experiences of students, perceptions of study abroad coordinators received little attention in research. Addressing this gap, this study examines how changes after 2020 (i.e. digitalisation of the Erasmus + processes and virtual mobility) impacted the perceptions of study abroad coordinators ( N = 23) in a large public university in Turkiye. An open-ended online questionnaire was prepared and shared with the participants who were active in the last 4 years and who experienced both traditional and virtual mobility processes and analysed via the content analysis method. Our results revealed that our participants mostly welcomed changes in digitalisation and virtual mobility in terms of their impact on their duties and responsibilities. However, they thought that the impact of virtual mobility was limited on their students’ academic, communicative and cultural development. Our study also includes a discussion of these findings and implications for mobility staff and/or administrators.

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How Do Erasmus Students Evaluate Their Language Learning Experience Abroad?

Cited by 5 publications

References 0 publications

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions

The perceptions of study abroad coordinators about digitalisation and Erasmus + virtual mobility

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