Possible Impact of Overseas Study on Language Ability and Motivation to Study English

Abstract

The present study explored whether two semester overseas study programs had any impact on participants’ language ability and motivation to study English. The language ability, L2 learning motivation and learning attitude of 65 Japanese university students participating in semester-long study abroad programs were measured pre departure and on their return. TOEIC listening and reading tests were used to measure students’ linguistic gains, and possible changes to students’ L2 motivation and attitudes were measured using a survey created specifically for the purpose of this study. Statistical analysis implied a significant effect from the two overseas programs on TOEIC scores and motivation and attitude, with motivational intensity prior to departure being a significant predictor of TOEIC gains. The findings underscore the idiosyncratic nature of studying abroad, and will be of use in designing and implementing post-overseas study programs.

The Role of Academic Resilience, Motivational Intensity and Their Relationship in EFL Learners' Academic Achievement

“…Cocca and Cocca (2019) investigated the predictability of affective variables and motivational intensity in language learners' academic achievement and their study revealed the significant relationship between learners' motivational intensity, their attitudes toward learning English and their language proficiency. Mori and Gobel (2021) studied the effect of studying abroad and learners' language ability and their motivational intensity. They found a strong correlation between learners' desire and their motivational intensity.…”

Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis

“…Highly motivated EFL learners are generally outstanding in academics and do not feel anxious and uneasy in English learning ( Carreira, 2011 ), while low motivation is considered as the main factor that reduces EFL learners’ learning effectiveness ( Lan, 2015 ). A high motivation for L2 learning, which indicates a high degree of effort spent on learning the language ( Lalonde and Gardner, 1985 ), is accompanied by remarkable persistence in L2 learning ( Mori and Gobel, 2021 ). English learners’ level of motivation is affected by their intrinsic interest, which enhances their pragmatic awareness and promotes their cultivating motivation ( Li et al, 2015 ).…”

“…A significant correlation was found between the desire and the motivational intensity of EFL learners who plan to study abroad. In contrast, the desire and the motivational intensity before departure were significantly related to their language listening and reading ability ( Mori and Gobel, 2021 ). Therefore, motivational intensity is important in measuring EFL learners’ motivation levels ( Papi and Abdollahzadeh, 2012 ).…”

“…Therefore, motivational intensity is important in measuring EFL learners’ motivation levels ( Papi and Abdollahzadeh, 2012 ). Motivational intensity can affect the learning performance and the achievement of L2 learners, and this impact is associated with the overall motivation ( Bernaus and Gardner, 2008 ; Mori and Gobel, 2021 ).…”

“…Other attributes indicate other variables in L2 learning, usually measured by the Instrumental Orientation scale ( Gardner, 1985 ). These variables in AMTB are correlated with L2 learners’ performance ( Zimmerman, 2011 ; Mori and Gobel, 2021 ). Learners’ effort, attitudes, and willingness which closely correlate with L2 performance are more significant than other variables ( Gardner, 1985 ).…”