Sessions / Study Abroad (SA)
The spread of COVID-19 has made it difficult for students to study abroad and has brought major changes into universities' international exchanges. In response to these changes, presenters implemented online technologies into their international exchange activities on campus and with overseas partner institutions. In this workshop, in addition to presenters explaining their activities, participants will be invited to share their experiences/ideas and discuss further possibilities of international exchanges under the circumstances of COVID-19.
In this forum, the presenters will share their experience and answer questions regarding various issues that arise when negotiating overseas academic partnerships. Topics include: (a) first steps for establishing the partnership; (b) negotiating differing perspectives (including mediating between our host university and partner university); (c) maintaining the partnership (including overcoming problems); and (d) ending partnerships. Simon is the director of partner negotiations for his faculty and Peter is the international ambassador at National Taipei University.
What effects do overseas high school trips have on students’ interest in speaking English, confidence, and listening ability? How does a homestay play into that? This study will discuss and analyze findings that came out of quantitative and qualitative research on one school’s 2-week trip to California, involving a total of 277 students. Implications for our own classroom teaching will also be touched on, particularly with regard to reluctant EFL speakers.
Many Japanese universities are increasingly relying upon educational travel to expose students to various languages, environments, and perspectives as well as to foster students’ academic and intercultural communication skills. Such trips, however, often fail to address the economic, social, cultural, and environmental impacts of travel. This presentation will provide tips on how to design and implement sustainable short-term local and overseas study trips as well as how to encourage sustainable travel behavior among students.
The research project is a case study designed to investigate the development of Japanese ESL learners’ interactional competence (IC) by collecting and analyzing data during the students’ study abroad program. During the students’ five-month study abroad program in the US or Canada, informal conversations between Japanese ESL learners and native speakers were recorded. What NNSs can say changes according to the participation in NS-NNS interactions. Therefore, this study recognizes that interaction is jointly accomplished.
Two trends in study abroad are changing the traditional experience. First, the length of time abroad is getting shorter. Second, more students from Japan are going to Asian countries to study English. The purpose of the study was to examine a private Japanese university study abroad program in the Philippines. In what ways can an eight-day study abroad program be successful?
In this presentation, a case study of how to create a community for encouraging study abroad in a private university in Japan will be examined. The presenter will explain an overview of three different approaches (teaching/non-teaching staff and student groups) of study abroad advising. How the community on campus connects each other with teachers, administrators and students as well as a link between the regular curriculum and extracurricular activities will be further reviewed.
This presentation investigates the attitudes of students enrolled in a long-term study abroad program which was cut short due to COVID-19. The students then faced continuing their study online in an ERT format in Japan. It will explore how student needs evolved, what challenges were identified and dealt with, and how motivation to study changed. This presentation will be of interest to Fall 2020 instructors whose students' dreams of study abroad have been interrupted.
Research suggests that pedagogical interventions are necessary to help students get the most out of participation in study abroad programs. This presentation reports on an intervention that required university students participating in an optional five-week study abroad program to Australia to attempt and report on a variety of challenge activities via Google Classroom. It will evaluate the effectiveness of the intervention through analyzing the content of student reports and responses to a post-program survey.
This presentation summarizes findings from a Japanese government-funded study, intended to explore the study abroad experience in ASEAN. Results reflect the opportunity to develop intercultural communicative competences and the benefits of practicing English as a lingua franca (ELF) in ASEAN. Attendees will be introduced to ideas for integrating elements of the ELF model into any L2 classroom while increasing enthusiasm in study abroad opportunities, especially to outer-circle countries.
This presentation describes a collaboration between two women’s universities, one in the United States and one in Japan. Students from both universities participated in an online course, a cross-cultural analysis of women’s leadership. The presentation focuses on the use of an existing learning management system to facilitate the exchange. The presenters will offer best practices that will be of interest to educators seeking to implement virtual intercultural learning experiences when travel is not feasible.
This study looks at factors contributing to student satisfaction with study abroad programs. We will present the results of our survey of English Communication and International Business returnee students from study abroad programs in Malaysia. Our aim is to identify common elements of a successful study abroad experience. The study’s main focus is Malaysia, but the results could prove useful to any study abroad program in both preparation and evaluation.
Despite the best intentions of students and staff, international exchange students often find themselves stuck in an L1 bubble with little, if any, interaction with native students. This presentation will explore the effects of a new international board game club, which was created in order to bring native and international students from varied backgrounds together and to provide them with regular opportunities to interact with, and learn from each other in a natural setting.
This mixed-method study of Asian exchange students reveals linguistic and academic needs of study abroad returnees, and the importance of forming learning communities during study abroad. 42 students from 10 different countries participated in the needs analysis survey, of which 24 were also interviewed. Results exemplify their study abroad success stories as well as difficulties they faced, which will be of interest not only to students but also to EMI and EAP educators.
This study will examine the impact of study abroad experiences on Japanese university students' long-term L2 motivation. Two groups of students will participate in the study: students in three-week programs and those in six-month or longer programs. They will complete a questionnaire and have follow-up interviews five times: before their departure, upon their return, 5 months later, 10 months later, and upon graduation. Following the presentation of the results, pedagogical implications will be discussed.
This session discusses the changes in beliefs and attitudes toward English as an international language experienced by a group of Japanese university students in a short-term study abroad program in the Philippines. These beliefs and attitudes are framed as “language ideologies” (Surtees 2016), which are belief systems toward language shared by a community in a given circumstance. Data is drawn from interviews conducted before and after a four-week intensive English training course.
This study used a mixed-methods approach to examine the intercultural sensitivity of one group of 8 Thai tutors (n=8) within their “internationalization at home” local environment at a university in Thailand while hosting a group of Japanese university students participating in a three-week study abroad program. Overall, the results showed that Thai tutors’ interaction confidence increased the most followed by marginal gains in engagement, attentiveness, and respect for cultural differences.
The study tour of a Japanese high school to Singapore was aborted due to the current pandemic. In place of it, both schools decided to embark on a 4-month intercultural exchange program where students in Okinawa and Singapore could engage in collaborative projects that promote intercultural understanding. The presenter will explain the implementation of the program, both the synchronous and asynchronous activities, the communication platforms used, and the characteristics of the team projects.
The aims of the Pronunciation Survey Project were to motivate students to take the initiative in conversation while studying abroad, and raise their awareness of World Englishes. Since most of the programs were postponed due to the influence of COVID-19, the students gathered survey participants on social media and analyzed the results at home. Through this experience, the students learned to lead communication in written language and became accustomed to different accents of English.
The study investigated the effectiveness of an English-as-a-lingua-franca (ELF) program in Japan. A group of Taiwanese college students were enrolled in a 2-week intensive program. The students and their Japanese partners attended English-medium courses taught by native and non-native English teachers. The major findings indicated: Taiwanese students’ perceived effectiveness of the program was positive and they ranked improved communication skills, home-stay experience, and willingness to interact with Japanese students as the most valued program components.
A critical incident (CI) is based on a real-life situation and typically involves a dilemma for which there is no easy solution (Pedersen, 1995). This exploratory study compares the depth of learning achieved by two groups of short-term study abroad participants: those who receive explicit CI instruction, and those who do not receive any CI instruction. Implications include how CI instruction can add to the advantages that short-term programs offer.
The study investigated the teaching effectiveness of an intensive program and observed the changes of students’ attitudes and instructors’ perceptions. Eleven Japanese college students joined an English as a Lingua Franca (ELF) program at a university in Taiwan for nine days and were given English-medium courses by American, Singaporean, and Taiwanese instructors. The student-participants and instructors reported increased motivation as the most evident merit, while calling for greater authenticity of using English in ELF contexts.