Frontiers: The interdisciplinary journal of study abroad最新文献

{"title":"Preparing Nursing Students to Manage Acculturative Stress Experienced During Study Abroad Experiences: Novel Use of Immersive Simulation and Cognitive Behavioral Strategies","authors":"Theresa G. Schnable, Christine A. Schindler, Jeffrey D. Roche, Karli Webster, Chris Larkee, Maharaj Singh, J. Ladisa","doi":"10.36366/frontiers.v36i1.812","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.812","url":null,"abstract":"This pilot study adds to the understanding of interventions to manage acculturative stress experienced during undergraduate study abroad programs. It was designed to evaluate the impact of cognitive behavioral strategy training combined with intentional practice during mixed reality (MR) simulations on acculturative stress. Participants included a convenience sample of undergraduate nursing students enrolled in a faculty-led study abroad course. Students participated in two MR simulations within a virtual environment over back-to-back days. Simulations were written by nursing faculty experts to reproduce realistic clinical situations students may encounter while studying in Peru. The Generalized Self-Efficacy Scale, State-Trait Anxiety Inventory, and Slater-Usoh-Steed questionnaire were administered. Quantitative biometric indices assessed during simulations included estimates of heart rate, blood pressure, respiratory rate, oxygen saturation and alterations in sweat gland activity reflective of changes in emotional state (galvanic skin response). There were changes in biometric indices within each simulation, but indices were not different between pre- and post- cognitive behavioral strategy training. Intentional reflective writing before, during, and after the study abroad program demonstrated an iterative cycle of reflection on action and mindfulness. These qualitative data suggest that pre-departure cognitive based behavior stress management strategies paired with simulated practice prior to departure may be one way to help nursing students deal with acculturative stress during study abroad experiences.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"21 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Holistic Evaluation of Short-Term Education Abroad Interventions: A Preliminary Case Study","authors":"Kevin Fedewa","doi":"10.36366/frontiers.v36i1.691","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.691","url":null,"abstract":"This preliminary case study used qualitative methods to analyze the experiences of eight short-term education abroad participants prior to, during, and shortly after a two-week program in Taipei. Interpretive analysis of reflection papers, focus group interviews, mobile app assignments, and a post-program evaluation survey revealed that students experienced an increase in language skills and cultural knowledge as well as personal growth. Students attributed these gains to interactions, reflections, and classroom/coursework engagement. The study uses a constructivist and Experiential Learning framework to add to ongoing research on affordances and limitations of short-term education abroad. Implications of the study for future research, program design, and stage-by-stage interventions in short-term education abroad contexts are also discussed.\u0000 \u0000Abstract in Chinese\u0000這項初步案例研究運用了定性研究方法，分析了八位參與為期兩周台北項目的短期留學生在項目之前、項目期間和項目結束後的經歷。透過學生所寫的學習心得、焦點小組訪談、學生完成的移動應用任務以及項目後的評估調查，解釋性分析顯示學生在語言技能、文化知識以及個人成長方面都有所提升。學生歸因這些成果於與當地人的互動、反思以及課堂/課程的參與。該研究運用建構主義和經驗學習框架，以擴充對短期留學的可行性和局限性的研究。最後，本研究對短期留學的未來研究以及短期留學項目的階段性設計也提出了建議。","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interrogating Racialized Discourses in Educator-Focused Study Abroad: An Ecological Approach","authors":"Michele Back","doi":"10.36366/frontiers.v36i1.771","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.771","url":null,"abstract":"I use an ecological approach to analyze a presentation in which four teacher candidates used racialized discourses to describe the indigenous students with whom they worked while studying abroad. I discuss this event and a subsequent interview with two faculty members present at the event, triangulating these data points with program artifacts, interviews with school administrators in the host country, and journal and assignment data from one of the candidates who presented at the event. Findings highlight the importance of viewing racialized discourse as contextualized social practices, as candidate perceptions of their indigenous students were reflected in interviews with school directors, promotional materials from the host university, and host family members. I argue that interlocutors in positions of power, such as teacher educators, must combat their own perceptions of racialized discourses as “ingrained” in White individuals from the United States and pay closer attention to the ideologies and practices these individuals might face while in culturally diverse environments.\u0000Abstract in Spanish\u0000Utilizo un enfoque ecológico para analizar una presentación en la que cuatro candidatos a docentes utilizaron discursos racializados para describir a los estudiantes indígenas con quienes trabajaron mientras estudiaban en el extranjero. Hablo de este evento y de una entrevista posterior con dos miembros del profesorado presentes en el evento, triangulando estos datos con artefactos del programa, entrevistas con administradores escolares en el país anfitrión y datos de diarios y tareas de uno de los candidatos que se presentaron en el evento. Los hallazgos resaltan la importancia de ver el discurso racializado como prácticas sociales contextualizadas, ya que las percepciones de los candidatos sobre sus estudiantes indígenas se reflejaron en entrevistas con directores de escuelas del país anfitrión, materiales promocionales de la universidad anfitriona y miembros de la familia anfitriona. Sostengo que los interlocutores en posiciones de poder, como los formadores de docentes, deben combatir sus propias percepciones de los discursos racializados como “arraigados” en individuos blancos de los Estados Unidos y prestar más atención a las ideologías y prácticas que estos individuos podrían enfrentar en ambientes culturalmente diversos.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"23 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Intercultural Competence Through Short-Term Study Abroad Programs: A Qualitative Case Study","authors":"Margaret Arrison Nolan, Peggy Hickman","doi":"10.36366/frontiers.v36i1.821","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.821","url":null,"abstract":"The globalization of business, education, and other sectors has illuminated the need for institutions of higher education to prepare students to adapt, interact, and perform in culturally diverse environments (Arnett, 2002; Brislin & Yoshida, 1994; Elmuti et al., 2005; Williams et al., 2017). Utilizing the conceptual framework of Deardorff’s (2006) Intercultural Competence Model (ICM), this qualitative case study explored undergraduate students’ development of intercultural competence (IC) resulting from their participation in two different short-term study abroad programs (STSA) while enrolled at a specific U.S.-based university. Nine themes emerged that supported and enriched Deardorff’s ICM. Findings provided a more holistic comprehension of IC by capturing students’ own words, oral stories, descriptions, and feelings about their shared STSA experiences. Findings further identified students’ perceptions of the role that varied pedagogy played in their development of IC through STSA.\u0000Abstract in Spanish\u0000La globalización de los negocios, la educación y otros sectores ha puesto de relieve la necesidad de que las instituciones de educación superior preparen a los estudiantes para adaptarse, interactuar y desempeñarse en entornos culturalmente diversos (Arnett, 2002; Brislin & Yoshida, 1994; Elmuti et al., 2005); Williams et al., 2017). Utilizando el marco conceptual del Modelo de Competencia Intercultural (ICM) de Deardorff (2006), este estudio de caso cualitativo exploró el desarrollo de la competencia intercultural (CI) de estudiantes universitarios como resultado de su participación en dos programas diferentes de estudios a corto plazo en el extranjero (“short-term study abroad”; STSA) mientras estaban matriculados en una universidad específica en EE. UU. Surgieron nueve temas que apoyaron y enriquecieron el ICM de Deardorff. Los hallazgos proporcionaron una comprensión más holística de la CI al capturar las propias palabras, historias orales, descripciones y sentimientos de los estudiantes sobre sus experiencias STSA compartidas. Los hallazgos identificaron además las percepciones de los estudiantes sobre el papel que desempeñaba la pedagogía variada en su desarrollo de CI a través de STSA.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"84 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing Influence and Value Based on Study Abroad Program Types","authors":"Katy Lane, T. Murphrey, Gary Briers, Larry Dooley, James Lindner, Christi Esquivel","doi":"10.36366/frontiers.v36i1.795","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.795","url":null,"abstract":"Providing students opportunities to travel outside their home country to engage new cultures and perspectives increases global awareness and desirable workplace skills. Students are most influenced to go abroad by cost, course(s), length, and destination, and by family, peers, and advisors. This study examined data from 1,807 students at a U.S. university who participated in faculty-led, exchange, or provider programs over three years. We described students’ personal characteristics, influences on going abroad, value derived, and perceptions of safety. Statistically significant relationships between program type and participant characteristics were found. Principal influencers on students’ pursuit of global experiences included the study abroad website, faculty members, and former student participants. Their perceived value of study abroad was high. Participants believed their experience was a good investment and would recommend it to others. These results may assist education abroad professionals in their engagement with various student populations to encourage and enable global experiences.\u0000Abstract in Spanish\u0000Brindar a los estudiantes oportunidades para viajar fuera de su país de origen para involucrarse en nuevas culturas y perspectivas aumenta la conciencia global y las habilidades laborales deseables. Los estudiantes se ven más influenciados para viajar al extranjero por el costo, los cursos, la duración y el destino, así como por la familia, los compañeros y los asesores. Este estudio examinó datos de 1.807 estudiantes de una universidad de los Estados Unidos que participaron en programas dirigidos por profesores, de intercambio o de proveedores durante tres años. Describimos las características personales de los estudiantes, sus influencias al viajar al extranjero, los valores derivados y las percepciones de seguridad. Se encontraron relaciones estadísticamente significativas entre el tipo de programa y las características de los participantes. Los principales influyentes en la búsqueda de experiencias globales por parte de los estudiantes incluyeron el sitio web de estudios en el extranjero, miembros del cuerpo docente y ex estudiantes participantes. El valor percibido de estudiar en el extranjero era alto. Los participantes creyeron que su experiencia fue una buena inversión y la recomendarían a otros. Estos resultados pueden ayudar a los profesionales de la educación en el extranjero en su compromiso con diversas poblaciones estudiantiles para fomentar y permitir experiencias globales.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"27 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mobile-Assisted Language Learning During Short-Term Study Abroad","authors":"Hyun-Sook Kang, Dong-shin Shin","doi":"10.36366/frontiers.v36i1.787","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.787","url":null,"abstract":"This study examined how Korean teacher candidates’ understanding of English and their use of the L2 (second language) and other semiotic resources for meaning making could be mediated through a mobile application, Band during study abroad. Drawing on the sociocultural perspective of L2 learning, the teacher candidates’ weekly reflections, which were composed in L2 English along with other semiotic resources (e.g., emoticons, images, and videos) on curricular activities were analyzed and triangulated with focus group and individual interviews. Content analysis of the reflection posts indicated how the mobility and connectivity of Band mediated sojourners’ understanding of variation in English and the host culture during study abroad. The analysis further suggests that the interactive and multimodal features of the mobile application helped L2 learners engage in enhanced learning opportunities through which they shared and negotiated each other’s ideas, by using the L2 and other semiotic meaning-making resources, such as images and videos.\u0000Abstract in Korean \u0000이 연구는 미국을 방문한 한국 교사 지망생들의 영어에 대한 이해 및 기타 의미 생성을 위한 기호 자원의 사용이 모바일 애플리케이션, Band를 통해 어떻게 매개될 수 있는지를 조사하였다. 제 2언어학습의 사회문화적 관점에 근거하여, 사범대 학생들이 커리큘럼 활동에 대해 영어와 기타 기호자원으로 작성한  주간 반성이 분석되었고, 포커스 그룹 및 개별 인터뷰와 삼각측량으로 검증되었다. 반성 게시물의 내용 분석은 Band의 이동성과 연결성이 학생들의 영어의 변형성과  미국의 문화에 대한 이해를 어떻게 매개했는지를 나타냈다. 더 나아가 이 분석은 모바일 애플리케이션의 상호작용적이며 영어와 기타 이미지, 비디오와 같은 기호 의미 생성 자원을 사용하는 다모드적 특성이 제 2언어 학습자들이 서로의 생각을 공유하고 협상하는데 도움이 되어 향상된 학습 기회에 참여했던 방법을 제시한다.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"11 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Intercultural Learning in Study Abroad Through an Online Curriculum in Group-Mentored Intervention","authors":"Lan Jin, Aparajita Jaiswal, Daniel C. Jones, Muna Sapkota, Shauna N. McClure, Aletha Stahl","doi":"10.36366/frontiers.v36i1.811","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.811","url":null,"abstract":"Scholars suggest that study abroad programs must intentionally design and implement intercultural intervention for students’ growth. This study used a mixed-method approach to examine the effectiveness of an online curriculum designed to facilitate the intercultural competence development of semester abroad students. Three theories informed the curricular design and study: the Intercultural Development Continuum, the Intercultural Praxis Model, and the Intercultural Knowledge and Competence VALUE rubric. Using the Intercultural Development Inventory (IDI) distributed before and after the study abroad experience, the study analyzed data sets for a treatment group with 110 students and a control group with 88 students. The results demonstrated that students in the treatment group achieved a statistically significant higher level of meaningful gains in their IDI scores from pre- to post-test compared to the control group. In addition, students described their growth in specific competencies. These findings contribute to study abroad literature by assessing a theoretically-grounded online curriculum rooted in intercultural theories so as to suggest best practices in group mentoring, stage-based pedagogy, and critical reflection for intercultural competence development during a study abroad program.\u0000Abstract in French\u0000Selon les spécialistes, si l’on veut favoriser le développement interculturel des étudiants, il est essentiel que les programmes permettant d'étudier à l'étranger dessinent et mettent en œuvre une logique d’intervention explicite. Dans cette étude fondée sur les méthodes de recherches mixtes, on examinera l’efficacité d’un cours en ligne qui a été conçu pour faciliter le développement de la compétence interculturelle des étudiants qui suivent un semestre d'études à l’étranger. La conception à la fois du cours et de l’étude est basée sur trois théories : le Continuum du développement interculturel, le Modèle de praxis interculturel, et la Rubrique des connaissances et compétences interculturelles. L’étude comprend une analyse de séries de données provenant du questionnaire Intercultural Development Inventory (IDI), complété avant et après l'expérience à l’étranger par un groupe de traitement de 110 étudiants et par un groupe témoin de 88 étudiants. Les scores sur le questionnaire IDI avant-après du groupe de traitement font preuve d'un gain important sur le plan statistique par rapport aux scores du groupe témoin. De plus, ces premiers arrivent à décrire leur développement dans certains domaines. Il en résulte que cette analyse d’un cours en ligne basé sur la théorie a des implications importantes pour le développement interculturel pendant un programme d’études à l’étranger, notamment en ce qui concerne les pratiques exemplaires de mentorat en groupe, de pédagogie en fonction d'étape, et de réflexion critique.\u0000Abstract in German\u0000Wissenschaftler weisen darauf hin, dass Auslandsstudienprogramme vorsätzliche interkulturelle Interventionen f","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"331 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting Arabic as a Foreign Language in the Middle East and North Africa: Host-Grounded Study Abroad Discourses","authors":"Zakaria Fahmi, Dacota Liska","doi":"10.36366/frontiers.v36i1.792","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.792","url":null,"abstract":"Following the 9/11 tragedies, the interest in Arabic language and culture in non-traditional destinations such as MENA (Middle East & North Africa) has become vastly obscured with sociocultural and political issues. The mandate to maintain national security served to designate the language and its destinations critical, producing the hegemony of a political rationality that thrives on the globalist commodification of language and risks the homogenization of world cultures. To interrogate these essentialist discourses and others, we examine the ideologies underlying MENA host-grounded discourses to discern the valorization of the language in those destinations, as steered by the needs of globalization and power relations. Drawing upon an adapted, complementary multimodal critical discourse analysis (MCDA) approach, the current study analyzes the linguistic and visual resources of three study abroad (SA) programs’ websites. We argue that the orientalist gaze is bidirectional within the host and U.S. based discourse for matters of sociopolitical and economic interdependencies and that joint constructions of global hierarchies and economic inaccessibilities remain prevalent.\u0000ملخص الدراسة:\u0000أصبح الاهتمام باللغة والثقافة العربية في الوجهات غير التقليدية مثل منطقة الشرق الأوسط وشمال أفريقيا في أعقاب مآسي الحادي عشر من سبتمبر محجوباً إلى حد كبير بالقضايا الاجتماعية والثقافية والسياسية. وقد ساهم تفويضُ الحفاظ على الأمن القومي في اعتبار اللغة العربية ووجهات دراستها على نحو الحرج، بما عزز هيمنة العقلانية السياسية التي تزدهر بالتسليع العولماتي للغة، وبما يهدد في نفس الوقت بتجنيس ثقافات العالم. لتحرّي هذه الخطابات التأصيلية وغيرها نقوم هنا بتحليل الأيديولوجيات الكامنة وراء الخطابات المرتكزة على المدارس المضيفة في منطقة الشرق الأوسط وشمال أفريقيا لتمييز قيمة اللغة في تلك الوجهات وفقًا لمتطلبات العولمة وعلاقات القوة. نقوم بذلك عبر الاعتماد على منهج مكيَّف ومتكامل لتحليل الخطاب النقدي متعدد الوسائط الذي نحلل عبره في هذه الدراسة الموارد النصية والبصرية لثلاثة مواقع إلكترونية لبرامج الدراسة بالخارج، ونبني على ذلك في جدالنا أن النظرة الاستشراقية ثنائية الاتجاه داخل الخطاب الأمريكي وخطاب الجهة المستضيفة للطلاب فيما يتعلق بمسائل الترابط الاجتماعي والسياسي والاقتصادي، وأن البناء المشترك للتسلسلات الهرمية العالمية وصعوبة وجود الوصول الاقتصادي لا يزال سائدًا.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"3 3‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a U.S.-Scottish Immersion Experience and Its Influence on Participants, Partners, and Programs: An International Case Study","authors":"Karsten Powell, Kirsten Darling-McQuistan, Rosemary Battalio","doi":"10.36366/frontiers.v36i1.815","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.815","url":null,"abstract":"This study explores how a long-running, special education teacher education-focused international immersion experience has grown over time to include robust international exchange between home and host institutions and how participation influenced past participants’ professional practice. This research fills a gap in the research linking special education teacher preparation and international immersion experiences by focusing on a twenty-year-old immersion program which places preservice special education teachers in Scotland for a five-week experience including a homestay, school-based practicum, and travel. Researchers included two groups for this multiple case study design: Scottish school partners and preservice U.S. teacher participants. Interviews and reflections from each group were analyzed using the Relational-Cultural Theory framework to understand how this program grew and led to mutually beneficial partner and participant exchanges. Findings indicate that trusting relationships emanating from long-term interactions are key for meaningful exchange and that participation in the 2019 program influenced current teachers’ professional decisions and trajectory.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"30 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Researching Second Language Acquisition in the Study Abroad Learning Environment: An Introduction for Student Researchers, Christina L. Isabelli-García, Casilde A. Isabelli. Palgrave Pivot, Cham (2020). XXII, 138pp., ISBN: 978-3-030-25159-8","authors":"Siqi Li","doi":"10.36366/frontiers.v36i1.975","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.975","url":null,"abstract":"Second language acquisition (SLA) research in study abroad (SA) contexts dates back to the 1960s and has grown in prominence since Freed’s (1995) landmark work. Among the numerous titles on SA research, however, very few cater to inexperienced newcomers to the academic community. Against the backdrop, Researching Second Language Acquisition in the Study Abroad Learning Environment: An Introduction for Student Researchers, co-authored by Isabelli-García and Isabelli, serves as an invaluable resource tailor-made for novice researchers who wish to explore L2 development in SA experiences.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"21 3‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}