Study Abroad
Bibliographic Data
| ID | 23676775 |
|---|---|
| Authors | Jane Jackson (0000-0002-4833-0960, Chinese University of Hong Kong, corresponding author) |
| Year | 2025 |
| Pages | 1-4 |
| Publication date | 2025-05-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | CHAPTER |
| Venue | Encyclopedia of Applied Linguistics (SOURCE_BOOK) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405198431.wbeal1120.pub3 |
| OpenAlex | W4410749620 |
| ISBN | 9781405198431 |
| Language | EN |
| References cited | 11 |
After providing a definition of study abroad, some of the many possible variations in programming (e.g., focus, format, duration) are outlined. Drawing on recent research, this entry identifies external elements (e.g., program characteristics, host receptivity) and internal variables (e.g., aims, motivation, agency) that can influence the language and intercultural learning of second or foreign language students who take part in a study abroad program. Technology and the use of social media (e.g., frequent contact with home) can also affect the learning and engagement of students in the host environment. Advances in study abroad research (e.g., introspective studies, mixed‐method studies, qualitative studies) have drawn attention to the need for pedagogical interventions to optimize the language and intercultural development of study abroad participants throughout the study abroad cycle (e.g., pre‐sojourn, sojourn, post‐sojourn).
Business · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · International Student and Expatriate Challenges
| Citation velocity | historical |
|---|---|
| Highly cited | No |