Variables Affecting L2 Gains During Study Abroad

Abstract

Second language (L2) gains during study abroad have been related to several variables including length of stay (Llanes, 2011), language use (Martinsen, Baker, Dewey, Bown, & Johnson, 2010), and social network development (Isabelli‐García, 2006), among others. However, most studies have investigated only a few predictors in single study abroad programs. While these findings are helpful, larger scale studies are needed to better understand the variables that contribute to L2 gains across several different cultures and learner groups. The current study examines predictors of L2 gain of more than 100 native English speakers who participated in study abroad in Mexico, Spain, France, Egypt, Russia, and China. Participants were asked to complete an ACTFL Oral Proficiency Interview at the beginning and end of their study abroad program. Participants were then divided into “gainers” and “non‐gainers,” or those who did or did not make significant language gains from pre‐ to posttest. Their language gains from pre to posttest were compared to several predictors: personality (measured by the NEO Five‐Factor Inventory), social networks (size, dispersion, density, etc.), intercultural sensitivity (measured by the Intercultural Development Inventory), amount of second language use, gender, and age. Results suggest that many students were able to make gains in language, in each of the programs, and that the strongest predictors of L2 gains were cultural sensitivity and social network variables.

Making short‐term study abroad count—Effects on German language skills

“…To analyze the data, all students’ results were converted from the CEFR scale (e.g., A1) to a numerical value as follows: A1:1, A2:2, B1:3, B2:4, C1:5, and C2:6. As in Baker‐Smemoe et al () study, this conversion was used to facilitate the statistical analysis with the full knowledge that CEFR scores, like OPI scores, do not represent linear changes in a learner's progress toward higher levels of proficiency.…”

Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice

“…The question that arises, then, is how to promote greater appreciation for other cultures amongst SA students. Martinsen () and Baker‐Smemoe et al () provided a tentative answer. The authors found that out of a series of potential factors, predeparture intercultural sensitivity, which by default includes critical thinking on issues of nationality, was a strong predictor for L2 gains abroad.…”

“…Shively's study indicated that both age and gender can potentially play an important role in how L2Ls interact with NSs in the SA setting. Nonetheless, as Baker‐Smemoe et al () noted, the effects of age on L2 learning in SA contexts have received far less attention than gender, and the primary focus in these studies has been on differences between children and adults (Llanes & Muñoz, ), or between older and younger children (Muñoz, ). In both cases, advantages were found for younger learners.…”

“…Meanwhile, Stewart () found that learner willingness to initiate conversations with native interlocutors seemed to be either helped or hindered by learner personality. In other words, while there is evidence that personality is a factor for L2 use in immersive contexts, to our knowledge only Baker‐Smemoe et al () have looked at personality traits, such as openness and extroversion, as predictors of L2 gains (OPI scores) during an SA program. In their study, the authors did not find significant differences in L2 gains among L2Ls with different personality profiles.…”

Identifying with the L2 Self : Study Abroad Experiences of Japanese English Language Learners

“…In recent years, more and more L2 learners are now embarking on study abroad to facilitate their language learning (Baker-Smemoe, Dewey, Bown, & Martinsen, 2014;Umino & Benson, 2016) and understanding what makes SA a rich and effective experience for language learners requires further study (Kinginger, 2009). While much of the recent research into L2 learning and study abroad has been reporting on language proficiency and the degree to which gains have been made as a result of L2 learning abroad (Kinginger, 2009), further exploratory studies are needed to investigate the role of possible selves in motivating and regulating L2 behaviours in addition to the influence of changes in the L2 self across time (Dörnyei & Ushioda, 2009Fryer, 2013;Hsieh, 2009).…”