Short-Term Study Abroad: Perspectives on Speaking Gains and Language Contact

Previous studies have shown that study abroad has a positive effect on second language (L2) learning outcomes for students who spend at least a semester abroad. It is unclear, however, whether a short-term experience also has a measurable impact on L2 development. The present study examines the relationship between speaking proficiency gains made by students during a short-term study abroad program and their target language use outside of class in the host environment. To determine the potential relationships between speaking gains and language use, a background information questionnaire, a two-part modified language contact profile (LCP), and a pre-program and post-program simulated oral proficiency interview (SOPI) were administered to 20 students in a traditional short-term study abroad program in Spain. Findings indicate that the group did improve their speaking proficiency. At the same time, data taken from the LCP suggest that study abroad learners did not engage in extensive social interaction with native speakers throughout the duration of the program. To improve traditional short-term study abroad programs, the author uses these results to discuss aspects of the programmatic structure that could strengthen the program’s linguistic benefits

Integrative Motivation as a Predictor of Achievement in the Foreign Language Classroom

This study examines the relationship among five independent variables—integrative motivation, instrumental motivation, the need to fulfill a foreign language requirement, grade point average (GPA), and previous years studying Spanish—as predictors of five dependent variables: scores on a simulated oral proficiency interview (SOPI), final exam grades, final grades, the desire to enroll in Spanish courses after completing the language requirement, and intention to major in Spanish. Data from a questionnaire and a SOPI administered to 130 students enrolled in fourth-semester Spanish identified integrative motivation as a significant predictor of SOPI scores and final exam grades. Furthermore, integrative motivation was a significant predictor of students’ desire to enroll in additional coursework after completing the four-semester foreign language requirement. It also had an important role in students’ intention to major in the language. A negative relationship was found between the need to fulfill the language requirement and intent to continue with further studies in Spanish. The findings demonstrate that integrative motivation is important in predicting student achievement in the foreign language classroom