From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad

Authors

  • Aurore Mroz The University of Illinois at Urbana-Champaign
  • Julia Gorham University of Arizona

DOI:

https://doi.org/10.36366/frontiers.v36i1.855

Keywords:

Agency, complex dynamic systems theory, Generation Z, mobile technology, retrodictive model

Abstract

This longitudinal mixed-methods case study aimed to explain why a seemingly ordinary U.S.-affiliated hyper-connected French language learner (Nancy) achieved extraordinary outcomes after 15 weeks in Paris, compared to fifteen Generation Z peers also enrolled in the program. Framed by Complex Dynamic Systems Theory and social pedagogies, the study adopted a retrodictive approach to “explain after by before” and retrace Nancy’s complex, non-linear trajectories of success. Adapting to new realities of students going abroad with their smartphones in hand, multiple measures of success (linguistic, intercultural, social, psychological, emotional) were triangulated with reports on smartphone usage, rich interviews, and background data to provide dense time-series and narrative illustrations of changes. Findings revealed the importance of the activation of Nancy’s agency to take advantage of the affordances of her study abroad environment through the butterfly effect arising from her initial conditions, judicious smartphone usage, and quality of L1 and L2 interactions.

Abstract in French

Cette étude de cas mixte longitudinale visait à expliquer les raisons pour lesquelles une apprenante du français langue étrangère ultra-connectée surnommée Nancy, affiliée à une institution universitaire états-unienne, est parvenue à des résultats d’apprentissage extraordinaires après un programme d’études à l’étranger de 15 semaines à Paris, par comparaison avec les quinze autres étudiant.e.s de la Génération Z qui étaient inscrit.e.s dans le même programme. Structurée par la Théorie des Systèmes Dynamiques Complexes ainsi que par les modèles de pédagogies sociales, cette étude a adopté une approche rétrodictive dans le but d’expliquer l’après par l’avant et de retracer ainsi les trajectoires complexes et non-linéaires ayant mené au succès de Nancy. En s’adaptant aux nouvelles réalités des étudiants qui partent à l’étranger smartphone en main, de multiples mesures de succès (linguistiques, interculturelles, sociales, psychologiques, émotionnelles) ont été triangulées avec des rapports d’utilisation du smartphone, de riches entretiens, ainsi que des données sur les origines des étudiant.e.s pour obtenir des sériographies temporelles et des illustrations narratives denses des changements encourus. Les résultats indiquent que le fait que Nancy ait activé son agentivité pour tirer profit des moyens que lui procurait son environnement d’apprentissage par le biais d’un effet papillon survenant de ses conditions initiales propres, de son usage judicieux du smartphone et de la qualité de ses interactions en langue première et langue seconde s’est révélé crucial.

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Author Biographies

Aurore Mroz, The University of Illinois at Urbana-Champaign

Aurore Mroz (Ph.D., The University of Iowa) is an Assistant Professor of French specializing in Second Language Acquisition and Teacher Education at the University of Illinois at Urbana–Champaign, with a particular focus on mixed-methods process-oriented studies on mobile-mediated language learning in the language classroom and in study abroad.

Julia Gorham, University of Arizona

Julia Gorham (M.A.B.D., University of Arizona) is a Ph.D. candidate in French with a specialization in Second Language Acquisition and Teacher Education at the University of Illinois at Urbana-Champaign. Her research focuses on L2 pedagogy, social justice, and critical literacies education, multiliteracies instruction, curriculum development, language program evaluation, and study abroad.

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2024-04-16

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Mroz, A., & Gorham, J. (2024). From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(1), 312–349. https://doi.org/10.36366/frontiers.v36i1.855

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Research Articles