An interesting recent article by Grace Lee Amuzie and Paula Winke investigated the effects of study abroad on learners’ beliefs, in particular about the teacher’s role, learner autonomy, and self-efficacy. The first two of these were found to have changed when comparing belifes before and after the overseas stay. In addition to a questionnaire to gauge beliefs, they also conducted interviews and found that students felt they had fewer opportunities to use the language than they had expected before leaving, felt a dissatisfaction with the amount of language learning accomplished thus far, and experienced difficulties as a result of perceived cultural differences in classroom management and learning expectations. This confirms my own experience with students in New Zealand.
The specific questions the study asked were:
1. What language learning beliefs change due to study abroad?
2. Does the length of study abroad affect how beliefs change?
3. What aspects of the study abroad experience account for the changes?
The abstract of the study is below. The full details of the paper are:
Amuzie, G. and Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37, 366-379.
Learner beliefs have traditionally been considered stable and static. According to recent research, however, they are dynamic and variable. Under this theory, the current study explores the effects of study abroad on beliefs. Belief questionnaires were administered to 70 English language learners while studying abroad in the United States. Learners were asked to reflect on their beliefs prior to arrival and at the time of the questionnaire administration to investigate what beliefs may change due to study abroad. The learners were divided into two groups according to their amount of time thus far abroad
to see if amount of time abroad has an effect on belief changes. Factor analysis identified three underlying dimensions of the learner belief system, which concerned the teacher’s role, learner autonomy, and self-efficacy. Comparisons between pre- and during study-abroad beliefs revealed that learners experienced changes in their beliefs on learner autonomy and the role of the teacher. Those with more time abroad had significantly more changes in their belief systems, suggesting that learning context and length of context exposure influence belief changes. Interviews provided insight into how study-
abroad influences beliefs. This study supports the view that beliefs are dynamic, socially constructed, and responsive to context.
Tags: beliefs, learner autonomy, study abroad