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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 3:1 (2018) ► pp.144–166

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Self-perceived linguistic progress, target language use and personality development during study abroad

 | Stockholm University
 | Ghent University
 | Ghent University
 | Stockholm University
Published online: 30 March 2018
DOI logo with link
https://doi.org/10.1075/sar.16024.arv
Abstract
This exploratory study investigates the development of personality dimensions related to multicultural effectiveness and its relation to amount of target language use and self-perceived progress in speaking during a sojourn abroad in seven European countries. The participants were 59 Swedish and Belgian university students. The Multicultural Personality Questionnaire – Short Form (Van der Zee, K., Van Oudenhoven, J. P., Ponterotto, J. G., & Fietzer, A. W. (2013). Multicultural Personality Questionnaire: Development of a short form. Journal of Personality Assessment, 95(1), 118–124. Google Scholar logo with link to Google Scholar) was administered at the beginning and the end of the semester, and data on self-reported weekly hours of target language use and self-perceived linguistic progress were gathered at Time 2. The main findings are the observed moderate or near moderate correlations between self-perceived progress in speaking and change in Cultural Empathy, and between amount of target language use and change in Cultural Empathy and Openmindedness. This points to the relevance of further studies on the role of target language use and progress in the development of personality characteristics.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Personality and multicultural effectiveness
    • 2.2Personality development during study abroad and individual differences
    • 2.3Personality, target language progress and target language use
  • 3.Research questions
  • 4.Method
    • 4.1Participants
    • 4.2Procedure
    • 4.3Instruments
      • 4.3.1The multicultural personality questionnaire
      • 4.3.2Self-perceived linguistic progress
      • 4.3.3Target language use
    • 4.4Data analysis
  • 5.Results
  • 6.Discussion
  • 7.Limitations and future perspectives
  • 8.Conclusion
  • References
References (47)
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