The relationship between social network typology, L2 proficiency growth, and curriculum design in university study abroad

Abstract

This study utilizes social network analysis to characterize a typology of study abroad sojourner experience, detailing the relationship of social experience types to second language (L2) proficiency growth and study abroad program design. In contrast with previous research, the study performs a quantitative analysis of structural and compositional network features to identify a typology of social networks. Participants were 30 L2 Spanish learners from five US-based semester-long university study abroad programs in Spain. Social network data were collected using a social network questionnaire, while L2 development was measured through an elicited imitation task. Results identify four prominent social network patterns, characterized by varying levels of Spanish language use, emotional proximity to contacts, frequency of interaction, contact status as program peer or host community member, and network cohesion. L2 proficiency development was significantly affected by these patterns, which were shaped by the contrasting curricular models of study abroad programs.

Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes

“…This recognition extends to the realm of online language learning, as evidenced by the works of Ko (Ko, 2022), Lim and Aryadoust (Lim & Aryadoust, 2022), and Zhang et al (Zhang et al, 2022). Furthermore, the significance of interaction has been acknowledged in nontraditional settings, such as its role in social networks during Study Abroad for Second Language Acquisition (SLA) (Strawbridge, 2023), robot-assisted language learning (Engwall & Lopes, 2022), and communication facilitated by Artificial Intelligence (AI) (Muñoz-Basols et al, 2023). Within the context of L2 instruction, particular emphasis is placed on Classroom Interactional Competence (CIC), denoting the ability of both teachers and learners to effectively use interaction as a tool for mediating and facilitating learning (Walsh, 2013, p. 65).…”

Teknologiak bideratutako hizkuntzen irakaskuntza. Justizia sozialetik adimen artifizialera (AA)

“…Funtsean, erakundeen funtzionamendu egokia bermatzea izan zen erabaki horien oinarri, eta inpaktu esanguratsua izan zuten gizartean. Aldaketa horien ondorioz, hezkuntza-praktikak berriz ebaluatu zituzten, hala nola unibertsitate-esparruan atzerrian ikasteko programak (year abroad), funtsezkoak diren aldetik hizkuntza-trebetasunak eta kulturartekoak garatzeko (Ridler, 2020;University Council of Modern Languages, 2020;Soler Montes eta Juan-Lázaro, 2023;Strawbridge, 2023). Horrela, espazioaren eta denboraren kontzeptuak berrasmatu behar izan ziren errealitate berrira egokitzeko.…”

La enseñanza del español mediada por tecnología

“…La IA ofrece oportunidades que respaldan el proceso de enseñanza-aprendizaje, al constituir una forma nueva e ilimitada de interactuar con dos aspectos fundamentales en la adquisición: la exposición a la lengua y las oportunidades de práctica personalizada. Los programas de estudio en el extranjero se basan precisamente en esta premisa: mejorar el uso de una lengua requiere momentos significativos de exposición y desarrollo de la competencia interaccional a nivel lingüístico e intercultural (Strawbridge 2023a(Strawbridge , 2023b. Aunque la IA no puede reemplazar completamente este tipo de experiencias presenciales, las herramientas potenciadas por este tipo de tecnología facilitan el contacto con la lengua meta y crean oportunidades de aprendizaje.…”