From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad
DOI:
https://doi.org/10.36366/frontiers.v36i1.855Keywords:
Agency, complex dynamic systems theory, Generation Z, mobile technology, retrodictive modelAbstract
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 FrenchCette 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.
Downloads
References
ACTFL. (2012). Oral proficiency interview. Familiarization manual [Electronic version]. Retrieved from https://higherlogicdownload.s3-external-1.amazonaws.com/ACTFL/2012%20OPI%20Familiarization%20Manual.pdf?AWSAccessKeyId=AKIAVRDO7IEREB57R7MT&Expires=1699978205&Signature=8Q5pY68hg%2FLg3p3qvwKbTR8iCi8%3D
ACTFL. (2015). NCSSFL-ACTFL Can-Do Statements: Progress Indicators for Language Learners. Retrieved from https://www.actfl.org/educator-resources/ncssfl-actfl-can-do-statements
Allen, H. W. (2010). What shapes short-term study abroad experiences? A comparative case study of students’ motives and goals. Journal of Studies in International Education, 14(5), 452-470. https://doi.org/10.1177/1028315309334739 DOI: https://doi.org/10.1177/1028315309334739
Allen, H., & Dupuy, B. (2013). Study abroad, foreign language use, and Communities standard. Foreign Language Annals, 45(4), 468-493. https://doi.org/10.1111/j.1944-9720.2013.01209.x DOI: https://doi.org/10.1111/j.1944-9720.2013.01209.x
Alonso-Marks, E., & Sánchez Hernández, A. (2020). Intercultural development during short-term study abroad: The role of intensity of interaction on cross-cultural sensitivity. Estudios de Lingüística Inglesa Aplicada, 20, 13-46. https://doi.org/10.12795/elia.2020.i20.02 DOI: https://doi.org/10.12795/elia.2020.i20.02
Antopolskaya, T. A., Baybakova, O. Y., & Silakov, A. S. (2020). The personal agency of modern adolescents: Developmental opportunities in a socially enriched environment. European Journal of Contemporary Education, 9(3), 520-528. https://doi.org/10.13187/ejced.2020.3.520 DOI: https://doi.org/10.13187/ejced.2020.3.520
Arvidsson, K. (2019). Quantity of target language contact in study abroad and knowledge of multiword expressions. A Usage-Based approach to L2 development. Study Abroad Research in Second Language Acquisition and International Education, 4(2), 145-167. https://doi.org/10.1075/sar.18001.arv DOI: https://doi.org/10.1075/sar.18001.arv
Bain, S. F., & Yaklin, L. E. (2017). Study abroad: Striving for transformative impact. Research in Higher Education Journal, 36, 1-5. https://www.aabri.com/manuscripts/182928.pdf
Baker-Smemoe, W., Dewey, D. P., Brown, J., & Martinsen, R. A. (2014). Variables affecting L2 gains during study abroad. Foreign Language Annals, 47(3), 464-486. https://doi.org/10.1111/flan.12093 DOI: https://doi.org/10.1111/flan.12093
Bass, R., & Elmendorf, H. (2018). Social Pedagogies. https://blogs.commons.georgetown.edu/bassr/social-pedagogies/
Baten, K. (2020). The role of social networks and intense friendship in study abroad students’ L2 use and speaking development. Study Abroad Research in Second Language Acquisition and International Education, 5(1), 15-44. https://doi.org/10.1075/sar.18009.bat DOI: https://doi.org/10.1075/sar.18009.bat
Beaven, A., & Spencer-Oatey, H. (2016). Cultural adaptation in different facets of life and the impact of language: A case study of personal adjustment patterns during study abroad. Language and Intercultural Communication, 16(3), 349-367. https://doi.org/10.1080/14708477.2016.1168048 DOI: https://doi.org/10.1080/14708477.2016.1168048
Becker, H. S. (2009). How to find out how to do qualitative research. International Journal of Communication, 3, 545-553. Retrieved from https://ijoc.org/index.php/ijoc/article/view/550/329
Bejarano, M., Dewey, D. P., Baker-Smemoe, W., Henrichsen, L. E., & Hall, T. (2019). Adult second language learners’ social network development and perceived fluency gain in an intensive English program abroad. Study Abroad Research in Second Language Acquisition and International Education, 4(2), 168-192. https://doi.org/10.1075/sar.17012.bej DOI: https://doi.org/10.1075/sar.17012.bej
Bluestone, K. (2009). Acculturation, interpersonal networks, and the learners’ sense of self: The effects of social relationships on second-language learning. Working Papers in TESOL and Applied Linguistics, 9(2), 135-164. https://doi.org/10.7916/salt.v9i2.1460
Bock, B. C., Lantini, R., Thind, H., Walaska, K., Rosen, R. K., Fava, J. L., Barnett, N. P., & Scott-Sheldon, L. A. J. (2016). The Mobile Phone Affinity Scale: Enhancement and Refinement. JMIR Mhealth Uhealth, 4(4). https://doi.org/10.2196/mhealth.6705 DOI: https://doi.org/10.2196/mhealth.6705
Cigna. (2018). Cigna U.S. loneliness index: Survey of 20,000 Americans examining behaviors driving loneliness in the U.S. Retrieved from https://www.multivu.com/players/English/8294451-cigna-us-loneliness-survey/docs/IndexReport_1524069371598-173525450.pdf
Coleman, J. A. (2013a). Researching whole people and whole lives. In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp. 17-44). John Benjamins. https://doi.org/10.1075/lllt.37.02col DOI: https://doi.org/10.1075/lllt.37.02col
Coleman, J. A. (2013b). Dymplexity: New theories, new contexts and new labels for mobile students. Journal of Multicultural Discourses 8(1), 20–28. https://doi.org/10.1080/17447143.2013.776057 DOI: https://doi.org/10.1080/17447143.2013.776057
Coleman, J.A. (2015). Social circles during residence abroad: What students do, and who with. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interactions, identity, and language learning during residence abroad (pp. 33-52). EuroSLA Monographs Series. http://www.eurosla.org/monographs/EM04/Coleman.pdf
Common Sense Media. (2016). Dealing with devices: The parent-teen dynamic. Retrieved from https://www.commonsensemedia.org/technology-addiction-concern-controversy-and-finding-balance-infographic
Compiegne, I. (2021). At the crossroads: Rethinking study abroad students’ social networking and intercultural communication in the age of globalization. Intercultural Communication Education, 4(1), 56-74. https://doi.org/10.29140/ice.v4n1.447 DOI: https://doi.org/10.29140/ice.v4n1.447
Covert, H. H. (2014). Stories of personal agency: Undergraduate students’ perceptions of developing intercultural competence during a semester abroad in Chile. Journal of Studies in International Education, 18(2), 162-179. https://doi.org/10.1177/1028315313497590 DOI: https://doi.org/10.1177/1028315313497590
de Beurs, E., Tielen, D., & Wollmann, L. (2014). The Dutch social interaction anxiety scale and the social phobia scale: Reliability, validity, and clinical utility. Psychiatry Journal. https://doi.org/10.1155/2014/360193 DOI: https://doi.org/10.1155/2014/360193
de Bot, K. (2008). Introduction: Second language development as a dynamic process. The Modern Language Journal, 92(2), 166-178. https://doi.org/10.1111/j.1540-4781.2008.00712.x DOI: https://doi.org/10.1111/j.1540-4781.2008.00712.x
de Bot, K., & Larsen-Freeman, D. (2011). Researching second language development from a Dynamic Systems Theory perspective. In M.H. Verspoor, K. de Bot, & W. Lowie (Eds.), A Dynamic approach to second language development. Methods and techniques (pp. 5-23). John Benjamins Publishing. https://doi.org/10.1075/lllt.29.01deb DOI: https://doi.org/10.1075/lllt.29.01deb
de Bot, K., Lowie, W. & Verspoor, M. (2007). A Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7-21. https://doi.org/10.1017/S1366728906002732 DOI: https://doi.org/10.1017/S1366728906002732
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5 DOI: https://doi.org/10.14746/ssllt.2014.4.2.5
Dörnyei, Z. (2014). Plenary speech. Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47(1), 80-91. https://doi.org/10.1017/S0261444811000516 DOI: https://doi.org/10.1017/S0261444811000516
Du, X., & Jackson, J. (2021). L2 self-discrepancy, motivation, and study abroad (SA) contexts: A case study of semester-long international exchange students. Journal of Multilingual and Multicultural Development, 42(3), 207-220. https://doi.org/10.1080/01434632.2020.1797055 DOI: https://doi.org/10.1080/01434632.2020.1797055
Dubreil, S., & Thorne, S. L. (2017). Introduction. Social pedagogies and entwining language with the world. In S. Dubreil & S. L. Thorne (Eds), AAUSC 2017 volume - Issues in language program direction: Engaging the world: Social pedagogies and language learning (pp. 1-11). Cengage. https://doi.org/10125/69763
Duff, P. A. (2019). Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. The Modern Language Journal, 103(1), 6-22. https://doi.org/10.1111/modl.12534 DOI: https://doi.org/10.1111/modl.12534
Durbidge, L. (2019). Technology and L2 engagement in study abroad: Enabler or immersion breaker? System, 80, 224-234. https://doi.org/10.1016/j.system.2018.12.004 DOI: https://doi.org/10.1016/j.system.2018.12.004
Earnest, D. R., Rosenbusch, K., Wallace-Williams, D., & Keim, A. C. (2016). Study abroad in psychology: Increasing cultural competencies through experiential learning. Teaching of Psychology, 43(1), 75-79. https://doi.org/10.1177/0098628315620889 DOI: https://doi.org/10.1177/0098628315620889
Ellis, R. (2008). The study of second language acquisition (2nd edition). Oxford University Press.
Farhady, H. (1981). On the plausibility of second language acquisition models. Retrieved from https://files.eric.ed.gov/fulltext/ED205023.pdf
Fernández, J., McGregor, J., & Yuldashev, A. (2021). Discursive enactment of agency in study-abroad interviews. The Modern Language Journal, 105(4), 877-896. https://doi.org/10.1111/modl.12733 DOI: https://doi.org/10.1111/modl.12733
Fong, J. (2020). An evaluation of an education abroad program on the intercultural learning and cross-cultural adaptability skills of university undergraduates. Higher Education Evaluation and Development, 14(2), 55-68. https://doi.org/10.1108/HEED-01-2020-0002 DOI: https://doi.org/10.1108/HEED-01-2020-0002
Freed, B. F., Segalowitz, N., & Dewey, D. P. (2004). Contexts of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic programs. Studies in Second Language Acquisition, 26, 275-301. https://doi.org/10.1017/S0272263104262064 DOI: https://doi.org/10.1017/S0272263104262064
Fukuda, M., & Nishikawa Chávez, K. (2021). Summer study abroad in Japan: Maximizing intercultural competency development through self-guided cultural exploration and reflection tasks. Foreign Language Annals, 54(3), 823-846. https://doi.org/10.1111/flan.12556 DOI: https://doi.org/10.1111/flan.12556
García-Amaya, L. (2022). Exploring the connection between language use and oral performance during study abroad: Results from the Daily Language Questionnaire 2. Foreign Language Annals, 55(1), 198-221. https://doi.org/10.1111/flan.12587 DOI: https://doi.org/10.1111/flan.12587
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology / Revue canadienne de psychologie, 13(4), 266–272. https://doi.org/10.1037/h0083787 DOI: https://doi.org/10.1037/h0083787
Gaugler, K. M., & Matheus, C. C. (2019). Engineering engagement: Perceived L2 development and short-term service learning abroad. Foreign Language Annals, 52(2), 214-3334. https://doi.org/10.1111/flan.12393 DOI: https://doi.org/10.1111/flan.12393
Gautier, R. (2019). Understanding socialisation and integration through social network analysis: American and Chinese students during a stay abroad. In M. Howard (Ed.), Study abroad, second language acquisition and interculturality (pp. 207-236). Multilingual Matters. https://doi.org/10.21832/9781788924153-011 DOI: https://doi.org/10.21832/9781788924153-011
Gilyuk, V., Edmonds, A., & Sneed German, E. (2021). Exploring the evolution in oral fluency and productive vocabulary knowledge during a stay abroad. Journal of the European Second Language Association, 5(1), 101-114. https://doi.org/10.22599/jesla.80 DOI: https://doi.org/10.22599/jesla.80
Goldstein, S. B. (2017). Teaching a psychology-based study abroad pre-departure course. Psychology Learning & Teaching, 16(3), 404-424. https://doi.org/10.1177/1475725717718059 DOI: https://doi.org/10.1177/1475725717718059
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. https://doi.org/10.1037/0022-3514.85.2.348 DOI: https://doi.org/10.1037/0022-3514.85.2.348
Guerrero-Rodríguez, P., Lomicka Anderson, L., & Lord, G. (2021). SIFTR-ing through the development of cultural awareness at home and abroad. Foreign Language Annals, 55(2), 435-454. https://doi.org/10.1111/flan.12617 DOI: https://doi.org/10.1111/flan.12617
Guichon, N. (2015). Quelle transition numérique pour les étudiants internationaux ? Alsic, 18(1), 2–18. https://doi.org/10.4000/alsic.2793 DOI: https://doi.org/10.4000/alsic.2793
Hardison, D. M. (2014). Changes in second-language learners’ oral skills and socio-affective profiles following study abroad: A mixed-methods approach. The Canadian Modern Language Review, 70(4), 415-444. https://doi.org/10.3138/cmlr.2202 DOI: https://doi.org/10.3138/cmlr.2202
Hiver, P., & Al-Hoorie, A. (2016). A Dynamic ensemble for Second Language research: Putting Complexity Theory into practice. The Modern Language Journal, 100(4), 741-756. https://doi.org/10.1111/modl.12347 DOI: https://doi.org/10.1111/modl.12347
Hofer, B. K., Woody Thebodo, S., Meredith, K., Kaslow, Z., & Saunders, A. (2016). The long arm of the digital tether: Communication with home and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 28(1), 24-41. https://doi.org/10.36366/frontiers.v28i1.378 DOI: https://doi.org/10.36366/frontiers.v28i1.378
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317 DOI: https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Howard, M. (2019). Second language acquisition and interculturality during study abroad: Issues and perspectives. An introduction to the volume. In M. Howard (Ed.), Study abroad, second language acquisition and interculturality (pp. 1-14). Multilingual Matters. https://doi.org/10.21832/9781788924153-003 DOI: https://doi.org/10.21832/9781788924153-003
Isabelli-García, C., Bown, J., Plews, J. L., Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439-484. https://doi.org/10.1017/S026144481800023X DOI: https://doi.org/10.1017/S026144481800023X
Iwasaki, N. (2019). Individual differences in study abroad research: Sources, processes and outcomes of students’ development in language, culture and personhood. In M. Howard (Ed.), Study abroad, second language acquisition and interculturality (pp. 237-262). Multilingual Matters. https://doi.org/10.21832/9781788924153-012 DOI: https://doi.org/10.21832/9781788924153-012
Jackson, K. (2019). ‘Cantonese is my own eyes and English is just my glasses’: The evolving language and intercultural attitudes of a Chinese study abroad student. In M. Howard (Ed.), Study abroad, second language acquisition and interculturality (pp. 15-45). Multilingual Matters. https://doi.org/10.21832/9781788924153-004 DOI: https://doi.org/10.21832/9781788924153-004
Jeong, S.-H., Kim, H., Yum, J.-Y., & Hwang, Y. (2016). What type of content are smartphone users addicted to?: SNS vs. games. Computers in Human Behavior, 54, 10-17. https://doi.org/10.1016/j.chb.2015.07.035 DOI: https://doi.org/10.1016/j.chb.2015.07.035
Kashiwa, M. (2022). Visualizing language learning environments beyond the classroom in study abroad: Exploring learners’ perceptions and self-awareness of learning experiences. Study Abroad Research in Second Language Acquisition and International Education, 7(2), 240-272. https://doi.org/10.1075/sar.21003.kas DOI: https://doi.org/10.1075/sar.21003.kas
Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31, 58-73. https://doi.org/10.1017/S0267190511000031 DOI: https://doi.org/10.1017/S0267190511000031
Kinginger, C. (2019). Four questions for the next generation of study abroad researchers. In M. Howard (Ed.), Study abroad, second language acquisition and interculturality (pp. 263-278). Multilingual Matters. https://doi.org/10.21832/9781788924153-013 DOI: https://doi.org/10.21832/9781788924153-013
Larsen-Freeman, D. (2017). Complexity theory: The lessons continue. In L. Ortega, & Z. Han (Eds.), Complexity theory and language development. In celebration of Diane Larsen-Freeman (pp. 11-50). John Benjamins Publishing. https://doi.org/10.1075/lllt.48.02lar DOI: https://doi.org/10.1075/lllt.48.02lar
Lomicka, L., & Ducate, L. (2021). Using technology, reflection, and noticing to promote intercultural learning during short-terms study abroad. Computer-Assisted Language Learning, 34(1-2), 35-65. https://doi.org/10.1080/09588221.2019.1640746 DOI: https://doi.org/10.1080/09588221.2019.1640746
Lowie, W. (2017). Lost in state space? Methodological considerations in Complex Dynamic Theory approaches to second language development research. In L. Ortega, & Z. Han (Eds.), Complexity theory and language development. In celebration of Diane Larsen-Freeman (pp. 123-141). John Benjamins Publishing. https://doi.org/10.1075/lllt.48.07low DOI: https://doi.org/10.1075/lllt.48.07low
LTI (2012). ACTFL assessments. https://www.languagetesting.com/pub/media/wysiwyg/PDF/actfl‐assessments-brochure.pdf
Lu, G. (2015). Length of residence and Chinese ESL students’ English speaking comprehensibility and intelligibility. Journal of Language Teaching and Research, 6(5), 943-955. https://doi.org/10.17507/JLTR.0605.05 DOI: https://doi.org/10.17507/jltr.0605.05
Luwel K. (2012) Microgenetic method. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Springer. https://doi.org/10.1007/978-1-4419-1428-6_1754 DOI: https://doi.org/10.1007/978-1-4419-1428-6_1754
Mas-Alcolea, S., & Torres-Purroy, H. (2022). Discourses of foreign language development in study abroad: Social networks and other intervening factors. Foreign Language Annals, 55(2), 494-516. https://doi.org/10.1111/flan.12612 DOI: https://doi.org/10.1111/flan.12612
Maxwell, J. A. (2019). Causality in qualitative research. In Sage Research Methods Foundations. https://doi.org/10.4135/9781526421036856899 DOI: https://doi.org/10.4135/9781526421036856899
McManus, K. (2019). Relationships between social networks and language development during study abroad. Language, Culture, and Curriculum, 32(3), 270-284. https://doi.org/10.1080/07908318.2019.1661683 DOI: https://doi.org/10.1080/07908318.2019.1661683
McManus, K., Mitchell, R., & Tracy-Ventura, N. (2014). Understanding insertion and integration in a study abroad context: The case of English-speaking sojourners in France. Revue française de linguistique appliquée, 19(2), 97-116. https://doi.org/10.3917/rfla.192.0097 DOI: https://doi.org/10.3917/rfla.192.0097
Mitchell, R. (2023). Documenting L2 input and interaction during study abroad: Approaches, instruments, and challenges. Second Language Research, 39(1), 59-83. https://doi.org/10.1177/02676583211030626 DOI: https://doi.org/10.1177/02676583211030626
Mitchell, R., & Tracy-Ventura, N. (2021). Study abroad for Anglophones: Language learning through multilingual practices. In U. Lanvers, A. S. Thompson, & M. East (Eds.), Language Learning in Anglophone Countries: Challenges, Practices, Ways Forward. (pp. 227-247). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56654-8 DOI: https://doi.org/10.1007/978-3-030-56654-8_12
Mitchell, R., Tracy-Ventura, N., & McManus, K. (2017). Anglophone students abroad: Identity, social relationships and language learning. Routledge. https://doi.org/10.4324/9781315194851 DOI: https://doi.org/10.4324/9781315194851
Moreno Bruna, A. M., & Goethals, P. (2020). Intercultural guidance abroad: Impact on social network formation and L2 self-perceived development. Study Abroad Research in Second Language Acquisition and International Education, 5(1), 45-68. https://doi.org/10.1075/sar.18011.bru DOI: https://doi.org/10.1075/sar.18011.bru
Mroz, A. (2020). Aiming for Advanced intelligibility and proficiency using mobile ASR. Journal of Second Language Pronunciation, 6(1), 12-38. https://doi.org/10.1075/jslp.18030.mro DOI: https://doi.org/10.1075/jslp.18030.mro
Mroz, A. (in press). Do Students Carry Their Home in Their Pocket? Influence and Impact of Smartphone Usage on the Attachment or Detachment from Family and Friends During Study Abroad. Study Abroad Research in Second Language Acquisition and International Education.
Mroz, A., & Gorham, J. (2023). Generation Z Goes Abroad: A Mosaic Approach to L2 Program Evaluation. Second Language Research & Practice, 4(1), 67-87. https://hdl.handle.net/10125/69879
Mroz, A., & Thrasher, T. (2022). Proficiency Development and Smartphone Usage in Study Abroad: Microgenetic Longitudinal Case Studies of French Learners. Foreign Language Annals, 55(2), 455-493. https://doi.org/10.1111/flan.12619 DOI: https://doi.org/10.1111/flan.12619
Munro, M. J., & Derwing, T. W. (1995). Foreign accent, comprehensibility, and accentedness of L2 speech: The role of listener experience and semantic context. Language Learning, 45(1), 73–97. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x DOI: https://doi.org/10.1111/j.1467-1770.1995.tb00963.x
Nguyen, A.-M. D., Jefferies, J., & Rojas, B. (2018). Short term, big impact? Changes in self-efficacy and cultural intelligence, and the adjustment of multicultural and monocultural students abroad. International Journal of Intercultural Relations, 66, 119-129. https://doi.org/10.1016/j.ijintrel.2018.08.001 DOI: https://doi.org/10.1016/j.ijintrel.2018.08.001
Patino, B. (2019). La civilisation du poisson rouge. Petit traité sur le marché de l’attention. Grasset.
Pew Research Center. (2021). Mobile fact sheet. Last modified April 7, 2021. https://www.pewresearch.org/internet/fact-sheet/mobile/
Portalla, T., & Chen, G. M. (2010). The development and validation of the intercultural effectiveness scale. Intercultural Communication Studies, 19(3), 21-37. Retrieved from https://web.uri.edu/iaics/files/02TamraPortallaGuo-MingChen.pdf
Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29(4), 1841-1848. https://doi.org/10.1016/j.chb.2013.02.014 DOI: https://doi.org/10.1016/j.chb.2013.02.014
Raby, R. L., Ward, R., & Rhoades, G. (2021). Listening to the voices of students who studied abroad: Students and their agency to maximize their abroad experiences. Journal of International Students, 11(3), 628-646. https://doi.org/10.32674/jis.v11i3.2857 DOI: https://doi.org/10.32674/jis.v11i3.2857
Russell, D., Peplau, L. A., & Ferguson, M. L. (1978). Developing a measure of loneliness. Journal of Personal Assessment, 42(3), 290-294. https://doi.org/10.1207/s15327752jpa4203_11 DOI: https://doi.org/10.1207/s15327752jpa4203_11
SAMHSA. (2020). Substance abuse and mental health services administration. 2020 National Survey on Drug Use and Health. Retrieved from https://www.samhsa.gov/data/report/2020-nsduh-detailed-tables
Sauer, L. (2020). Linguistic and motivational changes of a German adolescent student in New Zealand. Study Abroad Research in Second Language Acquisition and International Education, 5(2), 175-207. https://doi.org/10.1075/sar.18013.sau DOI: https://doi.org/10.1075/sar.18013.sau
Savicki, V., & Price, M. V. (2017). Components of reflection: A longitudinal analysis of study abroad student blog posts. Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2), 51-62. https://doi.org/10.36366/frontiers.v29i2.392 DOI: https://doi.org/10.36366/frontiers.v29i2.392
Schartner, A. (2016). The effect of study abroad on intercultural competence: A longitudinal study of international postgraduate students at a British university. Journal of Multilingual and Multicultural Development, 37(4), 402-418. https://doi.org/10.1080/01434632.2015.1073737 DOI: https://doi.org/10.1080/01434632.2015.1073737
Schumann, J. H. (1986). An acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7(5), 379-392. https://doi.org/10.1080/01434632.1986.9994254 DOI: https://doi.org/10.1080/01434632.1986.9994254
Schwieter, J. W., Ferreira, A., & Miller, P. C. (2018). Study abroad learner’s metalinguistic and sociocultural reflections on short- and long-term international experiences. Intercultural Education, 29(2), 236-257. https://doi.org/10.1080/14675986.2018.1429169 DOI: https://doi.org/10.1080/14675986.2018.1429169
Seemiller, C., & Grace, M. (2019). Generation Z. A Century in the Making. Routledge. DOI: https://doi.org/10.4324/9780429442476
Seibert Hanson, A. E., & Dracos, M. (2019). The digital dilemma. L1 and L2 technology use, language learning, and motivation among US university students studying abroad. Study Abroad Research in Second Language Acquisition and International Education, 4(2), 224-251. https://doi.org/10.1075/sar.18003.sei DOI: https://doi.org/10.1075/sar.18003.sei
Shao, Y., & Crook, C. (2015). The potential of a mobile group blog to support cultural learning among overseas students. Journal of Studies in International Education, 19(5), 399–422. https://doi.org/10.1177/1028315315574101 DOI: https://doi.org/10.1177/1028315315574101
Shiri, S. (2015). Intercultural communicative competence development during and after language study abroad: Insights from Arabic. Foreign Language Annals, 48(4), 541-569. https://doi.org/10.1111/flan.12162 DOI: https://doi.org/10.1111/flan.12162
Stephenson, M. T., Hoyle, R. H., Palmgreen, P., & Slater, M. D. (2003). Brief measures of sensation seeking for screening and large-scale surveys. Drug and Alcohol Dependence, 72(3), 279-286. https://doi.org/10.1016/j.drugalcdep.2003.08.003 DOI: https://doi.org/10.1016/j.drugalcdep.2003.08.003
Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing, In R. Ellis (Ed.), Planning and task performance in a second language (pp. 239-276). https://doi.org/10.1075/lllt.11.15tav DOI: https://doi.org/10.1075/lllt.11.15tav
Thomson, R. (2018). Measurement of accentedness, intelligibility, and comprehensibility. In O. Kang & A. Ginther (Eds.), Assessment in second language pronunciation (pp. 11-29). Routledge. DOI: https://doi.org/10.4324/9781315170756-2
Tullock, B., & Ortega, L. (2017). Fluency and multilingualism in study abroad: Lessons from a scoping review. System, 71(1), 7-21. https://doi.org/10.1016/j.system.2017.09.019 DOI: https://doi.org/10.1016/j.system.2017.09.019
Twenge, J. M. (2017). iGen. Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy – and completely unprepared for adulthood. Atria.
van der Zee, K., van Oudenhoven, J. P., Ponterotto, J. G., & Fietzer, A. W. (2013). Multicultural personality questionnaire: Development of a short form. Journal of Personality Assessment, 95(1), 118-124. https://doi.org/10.1080/00223891.2012.718302 DOI: https://doi.org/10.1080/00223891.2012.718302
Vercellotti, M. L. (2017). The development of complexity, accuracy, and fluency in second language performance: A longitudinal study. Applied Linguistics, 38(1), 90-111. https://slabank.talkbank.org/access/0docs/Vercellotti2017.pdf DOI: https://doi.org/10.1093/applin/amv002
Verspoor, M., & van Dijk, M. (2011). Visualizing interactions between variables. In M. H. Verspoor, K. de Bot, & W. Lowie (Eds.), A dynamic approach to second language development. Methods and techniques (pp. 85-98). John Benjamins Publishing. https://doi.org/10.1075/lllt.29.05ver DOI: https://doi.org/10.1075/lllt.29.05ver
Vespa, J., Armstrong, D. M., & Medina, L. (2018). Demographic turning points for the United States: Population projections for 2020 to 2060. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2020/demo/p25-1144.pdf
Ye, L., & Edwards, V. (2017). A narrative inquiry into the identity formation of Chinese doctoral students in relation to study abroad. Race Ethnicity and Education, 20(6), 865-876. https://doi.org/10.1080/13613324.2017.1294570 DOI: https://doi.org/10.1080/13613324.2017.1294570
Zaker, A. (2016). The acculturation model of second language acquisition: Inspecting weaknesses and strengths. Indonesian EFL Journal, 2(2), 80-87. https://doi.org/10.25134/ieflj.v2i2.640 DOI: https://doi.org/10.25134/ieflj.v2i2.640
Zimmerman, E. (2020). Code-switching in conversation-for-learning: Creating opportunities for learning while on study abroad. Foreign Language Annals, 53(1), 149-175. https://doi.org/10.1111/flan.12440 DOI: https://doi.org/10.1111/flan.12440
Downloads
Published
How to Cite
License
Copyright (c) 2024 Aurore Mroz, Julia Gorham
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
