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Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts

  • Mireia Trenchs-Parera and Maria Juan-Garau
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Language Acquisition in Study Abroad and Formal Instruction Contexts
This chapter is in the book Language Acquisition in Study Abroad and Formal Instruction Contexts

Abstract

SLA research has foregrounded the role of motivation and beliefs in successful language learning. However, little is known about how they are affected by short stays abroad (SA). This chapter breaks new ground by examining context-sensitive changes in these affective factors in advanced-level English learners. To explore the short-, long-term and longitudinal effects of SA and at-home Formal Instruction (FI), data were collected through a questionnaire upon university entry, after FI, after a three-month SA, and 15 months later. FI triggered positive changes in self-confidence and intended effort, while SA heightened the development of positive motivational stands, including the reduction of anxiety and the attribution of importance to listening abilities, hence providing evidence of the dynamic and context-sensitive nature of these affective factors.

Abstract

SLA research has foregrounded the role of motivation and beliefs in successful language learning. However, little is known about how they are affected by short stays abroad (SA). This chapter breaks new ground by examining context-sensitive changes in these affective factors in advanced-level English learners. To explore the short-, long-term and longitudinal effects of SA and at-home Formal Instruction (FI), data were collected through a questionnaire upon university entry, after FI, after a three-month SA, and 15 months later. FI triggered positive changes in self-confidence and intended effort, while SA heightened the development of positive motivational stands, including the reduction of anxiety and the attribution of importance to listening abilities, hence providing evidence of the dynamic and context-sensitive nature of these affective factors.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes 1
  4. Part I. The SALA Project
  5. Chapter 2. Study abroad and formal instruction contrasted 17
  6. Chapter 3. The ‘ins and outs’ of a study abroad programme 59
  7. Part II. The SALA Project
  8. Chapter 4. Oral accuracy growth after formal instruction and study abroad 87
  9. Chapter 5. L2 fluency development in formal instruction and study abroad 111
  10. Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay 137
  11. Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad 167
  12. Chapter 8. Listening performance and onset level in formal instruction and study abroad 195
  13. Chapter 9. Comparing progress in academic writing after formal instruction and study abroad 217
  14. Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad 235
  15. Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts 259
  16. Chapter 12. Contrasting intercultural awareness at home and abroad 283
  17. Part III. The SALA Project and beyond
  18. Chapter 13. Research on language development during study abroad 313
  19. Index 327
https://doi.org/10.1075/aals.13.13ch11

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Contributions of study abroad research to our understanding of SLA processes and outcomes 1
  4. Part I. The SALA Project
  5. Chapter 2. Study abroad and formal instruction contrasted 17
  6. Chapter 3. The ‘ins and outs’ of a study abroad programme 59
  7. Part II. The SALA Project
  8. Chapter 4. Oral accuracy growth after formal instruction and study abroad 87
  9. Chapter 5. L2 fluency development in formal instruction and study abroad 111
  10. Chapter 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay 137
  11. Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad 167
  12. Chapter 8. Listening performance and onset level in formal instruction and study abroad 195
  13. Chapter 9. Comparing progress in academic writing after formal instruction and study abroad 217
  14. Chapter 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad 235
  15. Chapter 11. A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts 259
  16. Chapter 12. Contrasting intercultural awareness at home and abroad 283
  17. Part III. The SALA Project and beyond
  18. Chapter 13. Research on language development during study abroad 313
  19. Index 327
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