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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 7:2 (2022) ► pp.240–272

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Visualizing language learning environments beyond the classroom in study abroad

Exploring learners’ perceptions and self‑awareness of learning experiences

 | Kanda University of International Studies
Published online: 3 October 2022
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https://doi.org/10.1075/sar.21003.kas
Abstract
Employing an ecological framework, this study explores learners’ visual representation of their language learning practices and environments beyond the classroom in an Australian context. Specifically, this study’s aim is to better understand the features of individual language learning environments, the role of self-reflection, and the affordances involved in the construction of these environments. One hundred and seventy international students enrolled in English Language Intensive Courses for Overseas Students (ELICOS) in Sydney drew mind maps on “Activities to improve my English in Australia.” The mind maps were analyzed thematically using NVivo 11 software and subsequent themes were developed. Findings showed individual differences in features of language learning environments, learners’ perceptions of their affordances, and insight into the degree of learner agency as seen from the visualization. This article closes by discussing the implications for using such visual materials in second language pedagogy in order to understand student language learning beyond the classroom.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Language learning environments in study abroad
    • 2.2Learner agency
    • 2.3Learners’ self-awareness of language learning environments
    • 2.4A learning ecology
  • 3.Methodology
    • 3.1Visualization
      • 3.1.1Mind map as a visual source
    • 3.2Settings and participants
    • 3.3Data collection
    • 3.4Data analysis
      • 3.4.1Qualitative analysis
      • 3.4.2Quantitative analysis
  • 4.Findings
    • 4.1Varieties of settings and activities for language learning
      • 4.1.1Rich language learning practices with face-to-face social interactions
      • 4.1.2Technology-oriented language learning practices
    • 4.2Limited spaces and social interactions for language learning
    • 4.3Explicit self-reflection on learning environments and learning experiences
      • 4.3.1Students’ self-awareness of their language learning environments
      • 4.3.2Students’ challenges and emotional accounts
      • 4.3.3Reflective views of past learning experiences and future goals
  • 5.Discussion
    • 5.1Students’ language learning practices and environments beyond the classroom
    • 5.2Students’ perceptions of their learning environments beyond the classroom
    • 5.3Visualization of language learning environments as research instrument
  • 6.Conclusion
  • References
References (76)
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