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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 7:2 (2022) ► pp.273–299

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Evaluating pretravel study-abroad instruction utilizing curricular intervention and customized assessment

 | Texas Tech University
 | University of Arkansas at Fayetteville
 | Texas Tech University
Published online: 3 October 2022
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https://doi.org/10.1075/sar.21008.vas
Abstract
Study abroad (SA), as a high-impact educational practice, entails knowledge and understanding of culture and a travel mindset. While pre-travel orientations assist students in program preparations, the efficacy of such training is unknown and the path for improvement unclear without reflection or feedback. In this article, we report on the design and scoring of an assessment tool focusing on student self-reflection. Over 200 students preparing for SA completed knowledge-based multiple-choice questions, as well as cultural competency and reflection-based free-response questions. This learning-by-doing intervention survey provided data on students’ understanding of host-country logistics, awareness of culture-specific practices, recognition of cultural symbols, and program fit with students’ goals. Student learning outcomes (SLOs) of SA orientation were aggregated primarily by gender, discipline, and SA requirements. Implementing a pre-departure assessment as an instructional tool stimulated reflection and identified discipline- and gender-specific SLOs to assist in designing future orientations for an improved SA experience.
Article outline
  • 1.Introduction
  • 2.Preparing for study abroad
    • 2.1Individualized preparation through reflection and student learning outcomes
      • 2.1.1Student learning outcomes
    • 2.2Towards the current study
  • 3.Methods
    • 3.1Sample recruitment and participant composition
    • 3.2Data collection instruments
    • 3.3Data collection and analysis
  • 4.Results
    • 4.1SLO 1: Students will have an awareness of host-country logistics
    • 4.2SLO 2: A realization of actions/behaviors unique to the target culture
    • 4.3SLO 3: Recognition of cultural symbols in a new community
    • 4.4SLO 4: Ability to articulate the importance of the SA program with academic, career, and personal goals
  • 5.Discussion
  • 6.Limitations and future directions
  • 7.Conclusion
  • Acknowledgements
  • Notes
  • References
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Cited by (1)

Cited by one other publication

Marijuan, Silvia
2023. Spanish heritage speakers as pre-departure conversation partners. Study Abroad Research in Second Language Acquisition and International Education 8:2 ► pp. 259 ff. DOI logo

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