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In:Language Acquisition in Study Abroad and Formal Instruction Contexts
Edited by Carmen Pérez-Vidal
[AILA Applied Linguistics Series 13] 2014
► pp. 259–282

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

 | Universitat Pompeu Fabra
 | Universitat de les Illes Balears
Published online: 8 July 2014
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https://doi.org/10.1075/aals.13.13ch11
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.
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Pérez-Vidal, Carmen
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Róg, Tomasz, Zofia Moros-Pałys, Aleksandra Wróbel & Marta Książek-Róg
2020. Intercultural Competence and L2 Acquisition in the Study Abroad Context. Journal of Intercultural Communication 20:1 ► pp. 76 ff. DOI logo
Isabelli-García, Christina, Jennifer Bown, John L. Plews & Dan P. Dewey
2018. Language learning and study abroad. Language Teaching 51:4 ► pp. 439 ff. DOI logo
Amengual-Pizarro, Marian & José Igor Prieto-Arranz
2015. Exploring Affective Factors in L3 Learning: CLIL vs. Non-CLIL. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 197 ff. DOI logo

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