Study abroad and Self-efficacy

J. CubillosUniversity of Delaware

TABLE 1: Changes in the number of study abroad programs and participants

1994/5 2004/5 2007/8

Number of Participants

84,403 205,983 262,416

Number of Programs

2,005 6,514 9,015

Source: IIE’s-Open Doors Report, 2009

TABLE 2: Length of Study Abroad Experience among 2007/8 Participants

Short-term Semester Year

56% 40% 4%

TABLE 3: Research Articles on Study Abroad Published Between 2000 and 2010

Foreign Language Annals (FLA)

ModernLanguage Journal(MLJ)

2000 1 02001 0 12002 3 12003 2 02004 2 12005 2 12006 1 12007 3 72008 3 32009 0 22010 13 1TOTALS 30 18

Linguistic Benefits of Study Abroad

Significant Great variability Negligible

Martinsen, 2010 Segalowitz, 2004 DeKeyser, 1991

Vicente, 2011 Rees & Klapper, 2007 Cubillos, Chieffo & Fan, 2008

Davidson, 2010 Taguchi, 2011

Motivation

• A need or desire to learn• Traditional perspectives:• Gardner & Lambert (1972): Choice motivation

(Instrumental/integrative)• Study abroad (Kouritzin et al, 2009; Koul et al,

2009): Integrative motivation-higher proficiency

Motivation Research (Cont.)

• Sustained Deep Learning (SDL), Schumann (1997)

• Complex learning tasks require a drive that can sustain effort until proficiency is achieved

• Dörnyei (1994): Process Model of Foreign Language Motivation

• Beyond intention, to execution, to evaluation

FIGURE 4: Dörnyei ‘s Process Model of Foreign Language Motivation

Dornyei’s Motivational Model

• Post-actional phase is paramount in SDL• The determining factor in further learning is

self-efficacy beliefs• “If the learner is convinced that his/her

performance was adequate or amenable to improvement through further learning he/she will be more likely to engage and persist in additional learning tasks”

Research Questions

1. Does the study abroad experience have any impact on self-efficacy perceptions among FL learners?

2. Is the impact of study abroad on self-efficacy perceptions uniform across all language skills (reading, writing, reading, speaking)?

3. Do changes in self-efficacy perceptions vary depending on destination or length of program?

4. What is the role of cultural engagement (amount and type of interaction with the local community) on self-efficacy perceptions?

Research Design

• Instrument development for the measurement of FL self-efficacy (National Capital Language Resource Center)

• Repeated measures design to explore the impact of treatment (study abroad experience)

• Regression analysis to determine the role of cultural engagement on self-efficacy gains

TABLE 4: Demographics

Experimental Groups

Total number of participants 39

Number of Participants / Short Term Program 13

Number of Participants / Semester Program 26

Participants in French 14

Participants in Spanish 25

Males 7

Females 32

Average age 19

Prior language experience in college (average) / Short-term program

1-2 semesters

Prior language experience in college (average) / Semester program 3-4 semesters

TABLE 5: Key Measures in the Development of the Pre- and Post- Self-Efficacy Scales for Reading, Writing, Listening, and

Speaking Skills

Scale Chronbach’s alpha Eigen Value % of Variance

Scale

Mean Std Dev Min Max

Pre Reading .792 2.80 55.95% 16.846 3.057 9 25

Post Reading .850 3.20 64.08% 20.154 2.987 13 25

Pre Writing .848 3.15 63.03% 16.846 3.438 8 25

Post Writing .933 4.00 80.06% 19.410 4.089 9 25

Pre Listening .898 3.59 71.88% 15.154 3.870 6 23

Post Listening .932 3.95 78.97% 19.590 3.844 11 25

Pre Speaking .917 3.76 75.25% 15.795 4.169 6 25

Post Speaking .909 3.68 73.66% 19.513 3.597 13 25

Research Questions

1. Does the study abroad experience have any impact on self-efficacy perceptions among FL learners?

TABLE 6: Matched Paired Tests of Gain for the Self-Efficacy Skills

Self-Efficacy Scale Post Mean Pre Mean Difference t-ratioPercent

Increase

Reading 20.154 16.846 3.308 9.431*** 19.6

Writing 19.410 16.846 2.564 5.191*** 15.2

Listening 19.590 15.154 4.436 7.749*** 29.3

Speaking 19.513 15.795 3.718 6.104*** 23.5

* p < .05** p < .01*** p < .0001

Research Questions

2. Is the impact of study abroad on self-efficacy perceptions uniform across all language skills (reading, writing, reading, speaking)?

TABLE 7: Q2 Measures of Self-Efficacy Gain by Language Sub-Skill

Self-Efficacy Scale Q2

Percent due to

Variance

Percent due to

Mean

Reading 15.615 29.9 70.1

Writing 15.846 58.5 41.5

Listening 32.128 38.8 61.2

Speaking 27.923 50.5 49.5

Research Questions

3. Do changes in self-efficacy perceptions vary depending on destination or length of program?

TABLE 8: Regression Models of the Gain in Self-Efficacy Scales

Reading Gain Writing Gain Listening Gain Speaking Gain

Intercept 9.971*** 4.917 12.139*** 13.888***

Pre-Measure -0.413*** -0.181 -0.531*** -0.653***

Language 0.294 -0.824 0.452 0.513

Length 1.153** 1.387** 1.432** 0.865

R2 .382 .307 .367 .403

* p < .05** p < .01*** p < .0001

Research Questions

4. What is the role of cultural engagement (amount and type of interaction with the local community) on self-efficacy perceptions?

TABLE 9: Cultural Engagement Questions Administered to Students After Completing the Study Abroad

Percent Frequently

1. Shopping/visiting local markets 35.9

2. Movies/entertainment catering to locals 15.4

3. Restaurants/pubs/cafes catering to locals 61.5

4. Visiting local families/friends in their homes 26.3

5. Participating in worship services 15.1

6. On-campus informal conversations 30.8

7. Events sponsored by the study abroad program 25.6

8. Extra-curricular activities (student clubs, intramurals, etc.)13.2

9. Volunteering/service-learning/internships/shadowing5.4

TABLE 10: Regression Models of the Gain in Self-Efficacy Scales as a Function of Cultural Engagement

Reading Gain Writing Gain Listening Gain Speaking Gain

Engage 1 0.871 1.481 0.847 3.342**

Engage 2 -1.178 -2.786 -1.195 -1.591

Engage 3 -0.803 -0.979 -1.752 -1.996

Engage 4 -0.197 1.813 0.644 -0.572

Engage 6 0.743 1.694 1.796 2.014

Engage 7 0.073 -3.396 -0.555 -3.927

Engage 8 2.651* 1.822 3.941* 6.938***

R2 .536 .507 .554 .666

Adjusted R2 .358 .307 .369 .538

Conclusions and Recommendations

• Study abroad experiences enhance self-efficacy beliefs among FL learners

• Self-efficacy changes occur across all language sub-skills

• Highest benefits are associated with longer stays

• Students participating in shorter programs also benefit significantly from the study abroad experience

Conclusions/Recommendations (Cont)

• Study abroad has a great potential as a recruitment and retention tool

• Interaction with the local community is associated with self-efficacy gains

APPENDIX C: Sample Student Responses to Survey

• This program has strengthened my confidence because I was able to try out my Spanish and was able to realize how much I really could do.

• This experience has greatly enhanced my confidence in speaking Spanish. Everybody speaks it so well, obviously because it's their 1st language. But the embarrassment doesn't stop me from trying. I'm encouraged by it to get better and to match their fluency.

• It has enhanced my ability to overcome any amount of fear or embarrassment I had to speak the language. There were so many times that I had to ask for directions or ask people questions that I’m not embarrassed or shy to ask people anymore.

APPENDIX C: Sample Student Responses to Survey

• It has enhanced my confidence. At the beginning, mastering Spanish seemed like an impossible task but it has evolved into a challenge that I feel will be very beneficial. The number of bilingual people in Europe is astounding and I would love to one day be able to communicate fluently in a different language. I have decided to pick up a Spanish minor as a result of this trip and I would like to study abroad to another Spanish-speaking country to continue to practice.

• I'm definitely more confident in my ability to master the French language, but I think the program is slightly lacking in opportunities to build that skill in a native-speaking environment. I would like to known at the start how to find channels of interaction with French students and people my age.