An exploration of anxiety sources in study abroad contexts through a qualitative lens
Document Type
Paper Presentation
Presenter Language
English
Research Area
Applied linguistics, bilingualism and multilingualism
Location
MBSC Omaha Room 304
Start Date
19-10-2024 9:00 AM
End Date
19-10-2024 9:30 AM
Abstract
Traditionally, the study abroad (SA) context has been assumed to be the most beneficial for language learning (Freed, 1998). However, research has shown that immersion alone does not guarantee acquisition (Sanz & Morales-Front, 2018), and that external factors such as the amount and quality of feedback (Bryfonski & Mackey, 2018; Bryfonski & Sanz, 2018) and program features (Stewart, 2010), but also individual differences, such as race and ethnicity (Quan, 2018) and emotions (McGregor, 2014) can affect the learning process. Within emotions, anxiety, which is commonly understood as negative for the acquisition of languages (Teimuri et al., 2019; Yashima et al., 2018), has received the most attention in the context of language instruction (Dewaele & MacIntyre, 2014). The topic has also gained interest among SA researchers, who have identified factors associated with anxiety such as destination, proficiency level, and previous experience abroad (Anya, 2018; Dewey et al., 2018; Thompson & Lee, 2014). To date, however, the relative weight of those and other factors as well as their potential relationship with each other remains to be investigated.
The present study analyzes the occurrence of anxiety themes in journals and their relation with factors from the Language Contact Profile (LCP: Freed et al., 2004). Through the creation of ID clusters for qualitative cluster analysis, this study seeks to achieve two objectives: (a) to identify sources of anxiety, and (b) to understand the relationships among anxiety sources and selected factors from the LCP. Data were collected from intermediate/advanced undergraduate students participating in 5-6 week programs in Spain and Ecuador. Results show that for this sample, target language use, academic demands, and features of program design are the most common anxiety sources in the SA experience. Relationships between anxiety sources and LCP factors suggest connections with destination and language-related aspects, but not previous SA experience.
An exploration of anxiety sources in study abroad contexts through a qualitative lens
MBSC Omaha Room 304
Traditionally, the study abroad (SA) context has been assumed to be the most beneficial for language learning (Freed, 1998). However, research has shown that immersion alone does not guarantee acquisition (Sanz & Morales-Front, 2018), and that external factors such as the amount and quality of feedback (Bryfonski & Mackey, 2018; Bryfonski & Sanz, 2018) and program features (Stewart, 2010), but also individual differences, such as race and ethnicity (Quan, 2018) and emotions (McGregor, 2014) can affect the learning process. Within emotions, anxiety, which is commonly understood as negative for the acquisition of languages (Teimuri et al., 2019; Yashima et al., 2018), has received the most attention in the context of language instruction (Dewaele & MacIntyre, 2014). The topic has also gained interest among SA researchers, who have identified factors associated with anxiety such as destination, proficiency level, and previous experience abroad (Anya, 2018; Dewey et al., 2018; Thompson & Lee, 2014). To date, however, the relative weight of those and other factors as well as their potential relationship with each other remains to be investigated.
The present study analyzes the occurrence of anxiety themes in journals and their relation with factors from the Language Contact Profile (LCP: Freed et al., 2004). Through the creation of ID clusters for qualitative cluster analysis, this study seeks to achieve two objectives: (a) to identify sources of anxiety, and (b) to understand the relationships among anxiety sources and selected factors from the LCP. Data were collected from intermediate/advanced undergraduate students participating in 5-6 week programs in Spain and Ecuador. Results show that for this sample, target language use, academic demands, and features of program design are the most common anxiety sources in the SA experience. Relationships between anxiety sources and LCP factors suggest connections with destination and language-related aspects, but not previous SA experience.