1) The document summarizes the results of an online survey exploring factors that determine willingness to study abroad in teacher training programs between the University of Louisiana at Monroe (ULM) and Ehime University (EU) in Japan. 2) Key findings from the survey include that ULM students were more motivated by teaching practices while EU students preferred interactions, and that EU students reported more potential fears but also a greater willingness to study abroad. 3) Regression analysis found that for ULM students, overcoming language barriers and prior foreign experiences increased willingness, while for EU students, interests in speaking foreign languages, visiting foreign schools, and learning about foreign education systems increased willingness. Disliking travel decreased EU students' willingness.

1. JUSTEC2012 @ Naruto University of Education
9:20-9:50 July 7, 2012
What determines willingness to study abroad in
teacher training program?
TOMIDA Eiji, Associate Professor, Ehime University
Thilla Sivakumaran, Dean of the College of Education, Arkansas State University
Manabu Sumida, Associate Professor, Ehime University
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2. Background and Objectives
• Needs for teachers with international background
– Many countries demand universities to train teacher candidates
that can adapt to culturally diverse society
• A new international program
– March 5th, 2012, University of Louisiana at Monroe (ULM)
and Ehime University (EU) established a MOU
– 20 students from each party visit the partner university for
2 weeks to actively observe classrooms, spend time with
students, and learn the educational systems abroad
• Objective
– Explore the factors which
determine motivation level
to study abroad in ULM and
EU with online survey
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3. Survey Overview
• Objectives
– Explore potential interests/fears/affordability in students
– Compare the results between ULM and EU
• Expected to help us design the joint program between ULM & EU
• Method
– Online survey after a class with a cell/smart phone
– 5-point self-rating scales
– Responded anonymously
• Respondents
– CEHD at ULM B1:24, B2:6, B3:5, B4:25 (60)
– Faculty of Education at EU B2:122, B3:38, B4:1, M2:2 (163)
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4. Survey Contents
1.What Motivates students to go abroad
–Cultural Tour, Speaking in foreign language, Visiting foreign
schools, Teaching Practice, Developing teaching material, Learning in
University, Meeting foreign Univ. students, Interaction with foreign school
students
2.Destination
3.Potential Fears or Barriers
–Security, Being Alone in a Host Country, Being Away from Family and
Friends, Food in a Host Country, Cultural Differences , Cost of
Participation, Language Barrier, Education Outcome, Avoiding Trouble in
Host Country, Dislike of Travel
4.Language Proficiency
5.Learning Expectations
–To Experience Different Cultures, To Gain Skills Teaching in a Foreign Language
–To Improve Foreign Language Skills, To Advance Teaching Methods
–To Learn About Foreign Education Systems
6.Foreign Experiences
7.Perceived Reasonable Costs for Study Abroad
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5. 1. What motivate students to go abroad
Learning Meeting Interaction
Speaking in Visiting Developing
Cultural Teaching in a foreign with foreign
a foreign foreign teaching
Tour language schools Practice material foreign University school
University Students children
3.60 3.37 3.55 3.42 3.13 3.18 3.28 3.38
ULM
(1.55) (1.44) (1.33) (1.28) (1.37) (1.46) (1.55) (1.52)
3.61 3.13 3.42
˅
2.77
˅
2.72 3.41
˅
3.91
˅
3.91
EU
(1.28) (1.36) (1.37) (1.46) (1.36) (1.40) (1.29) (1.17)
＊＊ ＊ ＊＊ ＊＊
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6. 2. Potential Fears or Barriers
Away
from Doubting Dislike
Being
Security Family Food Cultural Cost Language Education Trouble of
Alone Difference Outcome
and Travel
Friends
3.52 3.40 3.12 2.90 2.53 3.53 3.35 2.72 3.12 1.88
ULM
(1.40 (1.35
(1.38) (1.37) (1.30) (1.11) (1.30) (1.40) (1.37) (1.22)
) )
˅
4.06 3.80 3.04
˅
3.34
˅
3.07 3.88
˅
4.39
˅ 3.85
2.07
˅ ˅
2.36
EU
(1.35 (1.20
(1.11) (1.35) (1.46) (1.30) (0.96) (1.03) (1.28) (1.34)
) )
＊＊ ＊ ＊＊ ＊＊ ＊＊ ＊＊ ＊
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7. 3. Learning Expectations
What do they want to learn as student teachers abroad?
Improve Learn About
Skills Teaching in Advance
Different Foreign Foreign
Foreign Teaching
Cultures Language Education
Language Methods
Skills Systems
4.13 3.45 3.88 3.55 3.68
ULM
(1.24) (1.20) (1.19) (1.32) (1.23)
4.11 3.58 3.89
˅
4.17 3.94
EU
(0.98) (1.01) (1.01) (0.98) (0.95)
＊＊
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8. Regression Analysis:
What determines willingness to go abroad
• Stepwise procedure was performed for each university’s dataset
– Objective variable: How much the respondents want to go abroad
– Explaining variables: Almost all variables in the survey
• ULM
Estimate p-value β
– Barrier: Language .380 .0091* .351
– Foreign Experience .992 .0096* .348
• Adjusted determination coefficient .128
• EU
Estimate p-value β
– Motive: Speaking in foreign language .868 .002 .215
– Motive: Visiting foreign schools 1.352 <.001 .336
– Barrier: Dislike of Travel - .711 .005 - .174
– Expectation: Foreign Education System 1.370 <.001 .238
• Adjusted determination coefficient .496
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9. Discussion
• The different preferences in both students parties
– What motivates students to go abroad
• ULM: Practices as a teacher candidate
• EU: interactions between both parties people
– Potential Fears or Barriers
• ULM: Doubting Education Outcome
• EU: Many fears
– However, EU students more want to go abroad significantly
– Expectations in Exchange
• Both students are highly interested in Experiencing Cultural difference
• EU students more want to advance teaching method
• Designing exchange programs based on the preferences
• Recruiting student participation based on the preferencess
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10. Thank you!!
• This study was supported by JSPS Grant-in-Aid
for Scientific Research (C)
– Grant number 24530826, TOMIDA Eiji, 2012-2015
– “Construction of the ability of collaborative public
talk for teacher training”
「教員養成のための協同的パブリック・トークの力量形成」
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