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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 2:1 (2017) ► pp.80–106

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The personal, linguistic, and intercultural development of Chinese sojourners in an English-speaking country

The impact of language attitudes, motivation, and agency

 | The Chinese University of Hong Kong
Published online: 13 July 2017
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https://doi.org/10.1075/sar.2.1.04jac
Abstract
The number of Chinese students who are joining international exchange programs has increased significantly in recent years, with the majority enrolling in English-medium courses in the host country. To better understand how to prepare and support their learning, the present study investigated the developmental trajectories of 149 students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country. By way of questionnaire surveys, in-depth interviews, and document analysis (e.g., study plans, responses to email prompts), this mixed methods inquiry tracked their evolving attitudes, motivation, and depth of investment in language and intercultural learning. As well as individual differences, the findings brought to light environmental factors that led to differing outcomes. While some participants developed more self-efficacy in English and meaningful intercultural friendships, others found it difficult to overcome language and cultural barriers, suggesting the need for interventions to bolster language enhancement and intercultural engagement.
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.Theoretical framework and aims of the present study
  • 4.Research design and methodology
    • 4.1Research design
    • 4.2Participants
    • 4.3Instrumentation and procedures
    • 4.4Data analysis
  • 5.Results and discussion
    • 5.1Quantitative results
      • 5.1.1Perceptions of sojourn gains
      • 5.1.2Sojourn challenges
      • 5.1.3Language proficiency
      • 5.1.4Language use
    • 5.2Qualitative results
      • 5.2.1Perceptions of English language proficiency, self-efficacy, and WTC
      • 5.2.2Social networks, host receptivity, and English language usage / proficiency
      • 5.2.3Attitudes towards English
      • 5.2.4Motivation to further enhance English language proficiency
    • 5.3Integrated consideration of quantitative and qualitative results
  • 6.Conclusions and implications
  • 7.Limitations of study and directions for future research
  • Acknowledgements
  • References
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