The Impact of Study Abroad on Students' Self‐Efficacy Perceptions

Abstract

This article reports the findings of an investigation into the impact of study abroad experiences on self‐efficacy perceptions among foreign language (FL) learners. Thirty‐nine American college students taking part in both short‐term and semester‐long academic programs in France and Spain completed self‐efficacy surveys at the beginning and at the end of their foreign sojourns. Students were also asked to complete a questionnaire documenting the nature and extent of their interactions with members of the host country. Statistical analysis of the self‐efficacy measures in this investigation revealed that participation in a study abroad program (regardless of its length or destination) had a significant impact on self‐efficacy perceptions in all FL subskills (reading, writing, listening, and speaking). Furthermore, the extent of self‐efficacy gains was found to be associated with the extent and type of interaction with members of the host country. Pedagogical implications of these finds are discussed, along with suggestions on how to maximize the motivational benefits of foreign study programs.

Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan

“…This finding only partially supports previous research that found a linear increase of self-efficacy according to year of study in terms of foreign language skills (Cubillos & Ilvento, 2012), general writing skills (Zhang & Guo, 2012), and information searching skills (Bronstein, 2014). In the absence of research on writing self-efficacy at the graduate level, more studies are needed to investigate the factors behind the fluctuation of writing self-efficacy as a function of educational levels.…”

Learners’ beliefs about language-learning abilities in face-to-face & online settings

“…Other researchers investigated the relationship between self-efficacy beliefs about language-learning and language-learning skills, such as writing (e.g., Pajares, 2003) and listening skills (e.g., Graham, 2011). In addition, some studies have examined the relationship between selfefficacy and language achievement (e.g., Mills, Pajares, & Herron, 2007), language learners' proficiency (e.g., Choi & Lee, 2016), and study abroad (e.g., Cubillos & Ilvento, 2012). These examples show the extensive use of Bandura's self-efficacy concept in language-learning studies.…”

Study Abroad Programs as Tools of Internationalization: Which Factors Influence Hungarian Business Students to Participate?

“…It is agreed that all kinds of mobility and exchange programs contribute to the personal and professional development of students, regardless of the length and destination of the program. It is supported, however, that the longer the study abroad period is, the more significant and the more enduring their impact will be (Dwyer, 2004;Cubillos & Ilvento, 2013). Since students may apply to the ERASMUS program for between 3 to 12 months, gains are expected to be higher than in short programs-e.g., summer schools.…”

“…Several of the respondents mentioned that they learned to appreciate their own culture and heritage more. In addition, study abroad programs enhance the worldmindedness (Douglas & Jones-Rikkers, 2001) and the self-efficacy of the participating students (Cubillos & Ilvento, 2013).…”