Exploring Conditions to Enhance Student/Host Family Interaction Abroad
Bibliographic Data
| ID | 8936069 |
|---|---|
| Authors | Susan Knight (Central Michigan University, corresponding author), Susan M Knight, Barbara C Schmidt‐Rinehart (Ashland University) |
| Year | 2010 |
| Volume | 43 |
| Issue | 1 |
| Pages | 64-71 |
| Publication date | 2010-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2010.01060.x |
| OpenAlex | W2054636519 |
| Language | EN |
| Citations received | 14 |
| References cited | 21 |
This study investigates the role of task‐based learning in the study abroad experience in order to enhance interaction with the host family. Tasks were incorporated into a Family Interaction Journal and implemented under four evolving, though different, conditions over a 5‐year period. The conditions were: (1) home campus administered/student participated voluntarily; (2) home campus administered/student participated for voluntary credit; (3) abroad program administered/student participated voluntarily; and (4) abroad program administered/student participated for credit in conversation class. In each condition students were assigned to task/no‐task groups. Although there were no statistically significant differences on questionnaire answers for the two groups, the qualitative data consistently showed greater understanding of the family, increased language and cultural learning, and increased interaction for the task group
Class (philosophy · Conversation · Host (biology · Mathematics education · Medical education · Pedagogy · Study abroad · Task (project management · Communication · Communication in Education and Healthcare · Computer Science · EFL/ESL Teaching and Learning · International Student and Expatriate Challenges · Medicine · Psychology · Social Psychology
Studying abroad during the Covid-19 pandemic
Study Abroad in the time of Covid
Program Design and the Development of Students’ Global Perspectives in Faculty-Led Short-Term Study Abroad
Successful L3 learning in a study abroad context
Dining on language and culture
Individual experiences that affect students’ development of intercultural competence in study abroad
Study Abroad, Foreign Language Use, and the Communities Standard
Imagined Communities and Language Learning During Study Abroad
Using Facebook Data to Analyze Learner Interaction During Study Abroad
Engaging Study Abroad Students in Intercultural Learning Through Blogging and Ethnographic Interviews
Expanding Boundaries
The Effect of Study Abroad Homestay Placements
The Homestay in Intensive Language Study Abroad
The Value of Short‐Term Study Abroad
Study Abroad and Second Language Use
What's the Subject of Study Abroad?
Context, Contact, and Cognition in Oral Fluency Acquisition
Acquisition of Requests and Apologies in Spanish and French
Language Learnability and Language Development
"Information Gap" Tasks
Maximizing Study Abroad
Integrative Activities for the Study-Abroad Setting
A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad
Enhancing the Homestay
Study Abroad and Experiential Learning in Salzburg, Austria
Is Being There Enough? The Effects of Homestay Placements on Language Gain During Study Abroad
Recasting the Foreign Language Requirement Through Study Abroad
Study Abroad from the Participants' Perspective
The Homestay Component of Study Abroad
Social Interaction and Linguistic Gain During Study Abroad
| Unique citing works | 14 |
|---|---|
| Citations per year | 1 |
| Citation span | 2012 - 2025 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |