Study Abroad and the Internet: Physical and Virtual Context in an Era of Expanding Telecommunications

Abstract

Some well-known study abroad research fails to mention the date at which data was collected, while other papers aggregate studies undertaken a decade or more apart. This article suggests that the date at which a study was undertaken may significantly impact the study abroad context, and in particular that the varying availability and use of electronic communications across time and place can mean very different experiences for the students involved. The argument is illustrated by data from a 2009 questionnaire study of students undertaking a work placement in Dakar, Senegal, West Africa under a continuing programme organised for more than two decades by the University of Portsmouth, UK. The very different patterns of telecommunications development in home and host countries and the related pattern of use by students abroad, highlight the variability of this element of study abroad context and suggest areas to explore in subsequent qualitative studies. Some areas include, for example, links with the home environment, which students may be physically in a study abroad location, but virtually – that is to say affectively and psychologically – back in the home context. A situation such as this might be expected to hamper acculturation and social integration and thus reduce the benefits of the immersion experience.

Language Use in Six Study Abroad Programs: An Exploratory Analysis of Possible Predictors

“…during SA demonstrated more linguistic development on measures of reading and writing than learners whose interactions were limited to more traditional classroom communities. Conversely, Coleman and Chafer () and Dewey () found that learners who maintained strong ties with first language (L1) communities failed to create strong social networks in the target culture and suffered linguistically, presumably because they had fewer opportunities for interaction in the L2.…”

The time abroad project – German and British students’ expectations for their stay abroad

“…A promising line of enquiry relating to students' personal developments focuses on relationships 137 THE TIME ABROAD PROJECT -GERMAN AND BRITISH STUDENTS' EXPECTATIONS FOR THEIR STAY ABROAD formed during the time abroad and maintained through social networks. The study of these social networks can provide insights into the level of engagement of sojourners with various groups (Coleman and Chafer 2010) and described by Coleman (2013Coleman ( , 2015 within a model of concentric circles.…”

Intervening in the intercultural learning of L2 study abroad students: From research to practice

“…In view of that, many study abroad scholars and L2 educators have pointed to a noticeable reduction in the ‘immersion’ experience as student sojourners can now choose to remain closely connected to their first language (L1) and home country throughout their stay abroad (e.g., via Skype or QQ Chat) (Knight & Schmidt-Reinhart 2002). As Coleman & Chafer (2010: 165) observe, ‘thanks to telecommunications technologies, abroad is less abroad than it once was.’…”