The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

Abstract

Currently, many universities use the communicative approach to foreign language teaching. In contrast, Peoples' Friendship University of Russia (RUDN University) uses a mixed approach for these purposes, which combines both the abovementioned communicative method and the grammar-translation method, which is more traditional for Russian universities. Additionally, RUDN University provides an opportunity for students to continue learning the target language at foreign partner universities, where students can practice the language in its natural environment. In this regard, the serious research interest for us is which of our students' language competencies will transform after graduation from these universities and how their motivation changes towards learning Spanish.The vast majority of previous research on the role of foreign language internships in increasing students' motivation to learn the target language focuses on issues related to motivation to learn the language within the framework of the communicative or grammar-translation method (Helmchen, Melo-Pfeifer, 2018;Germer, 2018;Marijuan and Sanz, 2018). This study approaches the question from a different angle and concentrates on the problem of motivating students who previously studied Spanish at a university that employs the mixed method for learning the foreign language and who later completed an internship at a partner university that in turn utilizes the communicative method.To answer this research question, we aimed to conduct a study of the formed cultural and linguistic competencies of 3rd-and 4th-year students who were and who were not on foreign internships at Spanish partner universities of RUDN University. Based on the obtained data, this research demonstrates the need to change the established approaches not only to the practice of teaching Spanish but also to the conscious use of internships as a tool to increase the motivation of students to learn the target language.

International internships and skill development: A systematic review

“…As regards the cognitive domain, a significant percentage of the reviewed studies (i.e., about 74%) indicate that students have enhanced their knowledge through participation in international internships. Some studies document an improvement in foreign language skills (Bryan & Sprague, 1997; Cha, 2019; He & Qin, 2019; Stronkhorst, 2005; Veselova et al, 2021; Wu, 2017), a few report that this experience has helped students put in practice what they had learned in the classroom (Alemany Costa et al, 2016; Boni et al, 2019; Cutforth, 2017), while others show increased knowledge in students' specific fields of study (Barton et al, 2019; Flander & Korada, 2020; Miller et al, 1995; Niemantsverdriet et al, 2014).…”

“…However, this has been done only in one study included in the review. Veselova et al (2021) investigate whether Russian students participating in an internship programme in Spain have improved their foreign language competence, and use non‐participants as a control group. The authors state that before the internship programme both groups of students exhibited the same level of Spanish proficiency during the exams.…”

Model Context, Input, Process, and Product (CIPP) pada Career Development Center (CDC) untuk Evaluasi Program Layanan Informasi Karir SMK

“…Companies use this strategy to attract students who need experience for internships or recent graduates interested in working full-time. When conducting campus hiring, companies can focus on specific institutions that match the company's needs (Vasli et al, 2021;Veselova et al, 2021). Previous research findings also state that students or alumni with good abilities will find it easier to find work (Baert et al, 2021;Hou et al, 2020).…”

The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

“…A person performs a learning activity because someone is pushing it. Motivation is the driving force that drives a person to learn (Guswara, 2020;Veselova et al, 2021). The success of learning is determined by learning outcomes and is also determined by the learning process.…”