Ritter_Culminating Project

Running head: ENHANCING BENEFITS DURING STUDY ABROAD 1
Enhancing Student Benefits During Study Abroad
Christina Ritter
University of North Carolina Wilmington

ENHANCING BENEFITS DURING STUDY ABROAD 2
Introduction
Study abroad is an increasingly popular phenomenon in higher education. Students are
beginning to seek out the opportunity to go abroad for a number of different reasons; motivations
include a desire to travel, fulfill course requirements, experience a different culture, or gain
foreign language skills. The federal government has also become increasingly interested in
international education. In the past decade, the government has taken significant steps to foster
global competence and respect by promoting study abroad (Lincoln Commission, 2005). Higher
education institutions are active partners in the promotion of study abroad through institutional
efforts to create global students in a progressively international world (Brustien, 2007).
Due to this rapid increase in student interest to seek out international opportunities while
in college, study abroad has become a growing field of research (Salisbury et al., 2009;
Salisbury, Paulsen, & Pascarella, 2010). In correlation with this growing trend, many researchers
are also taking interest in understanding what factors impede students from participating in study
abroad (Brux & Fry, 2009; Brustein, 2007). In order to parallel our world’s increasingly global
economy and lifestyle, our schools need to produce globally minded and culturally competent
students. Now that study abroad is becoming more common in higher education, the next step is
to understand who is reaping which benefits and why.
Purpose
The purpose of this study is to learn more about the evolution of study abroad in the
higher education system, and to investigate the benefits of study abroad. My particular interests
lie in foreign language acquisition. This study aims to understand the holistic benefits of study
abroad, and then focus on the factors that enhance or impede a student’s foreign language
acquisition while abroad. The study of language gains while abroad is a relatively new and

under-researched field in terms of determining what factors can affect or predict these gains.
Some students are returning from study abroad with enhanced language skills, while others
return with little to no improvement. This study reviews literature, as well as Gardner’s Multiple
Intelligence Theory, to compile a list of predominant benefits of study abroad, and to investigate
the factors that are associated with foreign language gains. Using this research, I have designed a
program that can be implemented at a higher education institution for students who are pre-
departure study abroad participants. The program will serve as a workshop to educate students
about what program elements are structurally conducive to language learning as well as discuss
the top ways to enhance foreign language acquisition while abroad.
Researchquestions:
1. What steps can institutions take to better inform their students about how to
increase foreign language acquisition while abroad?
2. What program characteristics are influential factors that enhance or hinder a
student’s foreign language gain?
3. What personal characteristics are correlated with a student’s language gains or
lack or lack thereof?
History of Study Abroad
Since the end of World War II, there has been a steady increase in the number of students
studying abroad (Barrutia, 1971). During a time in history when establishing peaceful
relationships for future political interactions was of relevance, the nation was beginning to turn
its back on the rest of the world. Beginning in 1966, Congress failed to generate funds for the
International Education Act for the following five years, and the Fulbright Hayes Program
experienced a serious reduction of funds (Barrutia, 1971). During the 1960’s and 1970’s, many
institutions established a means for students to travel and study abroad, however they were more

often programs for students to act as tourists rather than scholars. In the coming decades, models
of study abroad programs evolved on campuses across the nation (Tillman, 2008). Progress
continued to parallel student interest, and at the turn of the millennium the federal government
began to take steps to support education abroad.
The 2005 Commission on the Abraham Lincoln Study Abroad Fellowship Program
proposed a bold mission to send one million students to study abroad annually within a decade.
The Commission shared an impactful statement, “What nations don’t know can hurt them.
The stakes involved in study abroad are that simple, that straightforward, and that important”
(Commission on the Abraham Lincoln Study Abroad Fellowship Program, 2005, p. v). This
represents one of the first major steps taken by the government to show the importance of
meeting global competence and national needs. The Commission declared it a national interest to
make studying abroad the norm for undergraduates. Reasons include economic competitiveness,
national security, promoting U.S. leadership, as well as educational value. The Commission also
urged the nation to improve the diversity of students, institutions, and destinations of study
abroad programs.
Two years later, The Senator Paul Simon Study Abroad Foundation Act was introduced
to support the mission and recommendations of the Lincoln Commission. The purpose of the bill
was to establish a new governmental foundation to promote and expand study abroad by U.S.
university students (The Senator Paul Simon Study Abroad Foundation Act, 2007). The bill
authorized 80 million dollars for the fiscal year 2008, and each year after. It also proposed that
the large majority of funds are used for student scholarships to support the cost of study abroad
programs. The Simon Study Abroad Program promoted the idea that participants be
representative of the undergraduate population in terms of race, gender, ethnicity, and field of

study. Both the Lincoln Commission and the Paul Simon Study Abroad Act proposed that a
larger number of study abroad programs occur in more nontraditional destinations outside of
Western Europe. Today, study abroad numbers continue to rise with the support of higher
education institutions and government funding.
Gardner’s Multiple Intelligences Theory
Higher education professionals should use existing theories to their advantage when
trying to design and implement successful programs or activities for students. Many theories
subsist that correlate intelligence or an individual’s ability to create memory pathways with
foreign language learning (Maftoon & Sarem, 2012). Howard Gardner’s Multiple Intelligences
Theory (MIT) was developed in 1983 and has evolved to explain the unique ways that different
people learn based on different intelligences (Morgan & Fosecca, 2004). This learner-based
philosophy helps in developing classroom instruction because it allows the teacher to respond to
each individual’s unique learning needs to maximize comprehension. Gardner’s MIT also
encompasses the idea that creating meaning and memory pathways is vital in producing
sustained deep learning (Morgan & Fosecca, 2004). The ability to create these memory pathways
often corresponds to a learner’s ability to grasp and retain a foreign language. Motivation is key
in activating learning through meaning-making, and this concept can be applied to foreign
language learning both in and out of the classroom. It is important to activate different
intelligences, such as bodily-kinesthetic, interpersonal, visual-spatial, and musical-rhythmic
(Morgan & Fosecca, 2004). Gardner’s Theory of Multiple Intelligences is relevant to study
abroad because it demonstrates how stimulating students’ multiple intelligences to provoke
language learning, as well as discovering what motivates a learner, can help yield successful
language gains. With deeper understanding of the theory, it is possible that institutions can

structure programs in a way that motivates students to use their various intelligences to their
advantage in foreign language learning. From the use and application of said theory, study
abroad programs can be better designed to enable students to reap the benefits.
Benefits of Study Abroad
There are countless benefits and positive outcomes that are derived from students
participating in a study abroad trip. The benefits range from effects on international missions
(Gray, Murdock, & Stebbins, 2002), improvement of students’ self-efficacy perceptions
(Cubillos & Ilvento, 2012), enhanced intercultural communication (Miller-Perrin & Thompson,
2014), to a deeper understanding of one’s identity (Miller-Perrin & Thompson, 2014).
Arguments can be made that these outcomes can affect both a person internally, as well as their
external relations with others that can have an effect on a global scale. Whether students study
abroad to experience another culture, use it as a gateway to travel, out of desire to improve their
foreign language skills, or to fulfill course requirements, they are coming home having
experienced the effects of another culture. Regardless of the students’ motivation, some of the
major outcomes include a sense of intercultural connectedness and sensitivity, as well as internal
changes in occupational direction and maturity (Miller-Perrin & Thompson, 2014).
Intercultural Connectedness
One of the primary benefits of study abroad is that it strengthens our country’s
international mission to promote global citizenship and intercultural competence. The major
goals of study abroad are to promote understanding for how cultures around the world function
and evolve, generate enthusiasm for international activities, evoke empathy and awareness for
the differences of other cultures, gain communicative competence in a second language, and
cause the students’ to analyze and adapt their own world views (Gray, Murdock, & Stebbins,

2002; Carlson & Widaman, 1998). In an increasingly global job market, it is imperative that
students graduate and are ready to enter a diverse workplace that requires intercultural
communication. Being globally engaged is now an integral responsibility, and students that study
abroad are more likely to remain globally involved for years after their study abroad trip (Paige
et al., 2009). In the study conducted by Paige et al., participants showed that over the course of
fifty years they continued to remain globally involved and aware, which they largely attributed to
their study abroad experience. Similarly a study compared global-mindedness in students who
have studied abroad versus students who remained at the home institution. Findings showed that
study abroad participants demonstrated more international political concern as well as cross
cultural interest (Carlson and Widaman, 1998).
The change in attitudes of college students towards other cultures during study abroad
supports the international mission by encouraging respect for other nations’ differences. In a time
of increasing political contempt between nations, establishing peaceful relationships between
countries will require the respect and cooperation of not only political leaders, but the people of
the nations as well. In the Lincoln Commission, study abroad is emphasized as a necessity to
promote national security because with ignorance comes disdain. Study abroad promotes a
tolerance for human diversity (Gray, Murdock, & Stebbins, 2002) that is needed now more than
ever. Study abroad teaches college students to have globally minded attitudes and to value
broader solutions to problems (Che, Spearman, & Manizade, 2009), which is a vital tool to
encourage positive international relations and a sense of intercultural connectedness.
Enhanced Self-Confidence and Sense of Vocational Calling
In addition to promoting the international mission, study abroad enhances a student’s
self-confidence and sense of direction with his or her vocational calling. A study of 3,400

students over 49 years indicated that students felt more focused on their education and had
stronger career goals after studying abroad (Dwyer & Peters, 2004). Results of additional studies
also reported student growth in the area of self-confidence (Gray, Murdock, & Stebbins, 2002;
Sindt, 2007). In a study of 74 students in 2002, student feedback showed that study abroad
significantly affected the students’ sense of vocational calling and desires to serve others (Miller-
Perrin & Thompson, 2010). This sense of life purpose is attributed to having a larger perspective
of the world.
In addition to an enhanced understanding of one’s purpose in life, students who have
studied abroad also have a heightened sense of self-identity. This identity achievement was also
observed in the study conducted by Miller-Perrin and Thompson. By living and learning in the
midst of a foreign culture, students are forced to find their personal moorings in a way that
challenges how they view the world and themselves (Miller-Perrin & Thompson, 2010). When
students experience a state of disequilibrium, they must make sense of the dissonance to
construct a stable self (Che, Spearman, Manizade, 2009). This process of stabilization that occurs
on a study abroad trip is triggered by the dissonance from the foreign environment. This
disequilibrium is thought to be constructive as it leads to an evaluation of one’s identity.
Cognitive and Emotional Development
Not only does study abroad help a student develop a sense of purpose, but it also supports
a student’s development emotionally, cognitively, and spiritually. This maturation process is
attributed to the new situations that a student must make sense of in the foreign context.
Increases in interpersonal communication skills, enhanced critical thinking skills, as well as a
greater tolerance for ambiguity are outcomes of a study abroad experience (Carsello & Greiser,

1976; Pfinister, 1972). In other studies students indicated gains in maturity, autonomy, and self-
reliance (Gray, Murdock, & Stebbins, 2002; Sindt, 2007).
Students also develop a sense of faith and spirituality through self-discovery by
experiencing cultural dissonance (Miller-Perrin & Thompson, 2010; Miller- Perrin & Thompson,
2014; Morgan & Smedley, 2010). Through the three-step journey of departure, discovery, and
return, a student experiences milestones that initiate questions that lead to self-discovery and
self-purpose (Miller-Perrin & Thompson, 2010). These questions are also the catalyst that urges
students to investigate their spiritual identity. In the 2010 study by Miller-Perrin and Thompson
of 47 students, their findings indicated that the students’ application of faith to daily life and
decision-making increased. This may be attributed to a student’s natural reaction to rely more
heavily on faith in the presence of uncomfortable and new circumstances.
Foreign Language Acquisition
One of the commonly stated, but under researched outcomes of study abroad is foreign
language acquisition (FLA). Gains in FLA are frequently noted as one of the benefits of study
abroad (Barrutia, 1971; Cubillos & Ilvento, 2013; Dwyer & Peters, 2004; Gray, Murdock, &
Stebbins, 2002). However, the factors that can enhance or hinder those gains often go unnoted.
Due to the lack of information surrounding this topic, my research will work to draw conclusions
on the best practices to promote FLA and how study abroad programs can be better designed to
encompass these practices and eliminate the factors that impede language acquisition. Factors
can come from either external forces such as the location of the program, length of stay,
classroom characteristics, and so on, or can come from internal forces such as student personality
type, intrinsic motivation, previous language experience, or cultural sensitivity.
Characteristics of the Program

Study abroad program characteristics are a major element of factors that affect foreign
language acquisition. Programs can be structured in various ways that inherently bring about
different results; factors can include length of stay, location of study, type of housing, classroom
demographic, and the languages in which classes are taught. It is reasonable to assume that
classes taught in the foreign language will yield benefits in FLA, and that a diverse classroom
demographic, consisting of students native to the country as well as Americans, will similarly
facilitate increased communication in the foreign language. There are however two areas with
predominant research that investigate program characteristics that affect FLA, these being the
length of the program and type of housing accommodation.
Length of program. Cubillos, Chieffo, & Fan conducted a study about the impact of
short-term study abroad programs on foreign language listening comprehension skills (Cubillos,
Chieffo, & Fan, 2008). They compared progress in listening comprehension between two groups
over the course of five weeks; one group was studying abroad enrolled in a Spanish course, and
the other was taking the same course at the home institution. Results indicated that there was not
a marginal difference in listening comprehension skills between the two groups after the five-
week period. This study suggests that short-term programs do not drastically affect listening
comprehension skills in FLA. However, in a study of 45 students participating in a six-week
summer study abroad program to Argentina, there were small but notable gains in oral skills
(Martinsen, 2008). While other studies have shown that regardless of the length of program,
study abroad affects cross-cultural adaptability and competence (Janosik, Sanders, Ridgwell, &
Zielinski, 2007; Martinsen, 2008; Reynolds-Case, 2013), there is less research to support the
claim that there are major differences in FLA between short-term and semester long programs.

Type of housing accommodation. There is a debate over whether homestay placements
or dormitory style housing accommodations yield the most benefits in terms of language
acquisition. A study from 1998 chose to measure the differences in language gains between these
two housing accommodations using over 2,500 students from the years 1976 to 1996, and
yielded results that were counterintuitive to what the Second Language Acquisition community
expected (Rivers, 1998). Results indicated that students in homestay arrangements were slightly
less likely to gain in speaking and listening proficiencies compared to their dormitory housing
counterparts. An additional study found homestay experiences to result in a hindrance of FLA
for the student; a study by Pryde investigated conversational patterns between host family hosts
and students (Pryde, 2014). He found that conversational patterns were reflective to those of an
instructor in a classroom. Host families acted as the dominant conversationalist and were largely
the instigators of conversation and questions. Over time, many conversations were reduced to
formulaic patterns in which the students gave brief responses without elaboration, ultimately
restricting student interaction and limiting opportunities to develop the proficiency of the second
language. Finally, a study conducted between 2011 and 2012 compiled data from 152 students
participating in study abroad programs with homestays in Peru, Chile, Russia, and China (Di,
Donovan, & Malone, 2014). The researchers found a correlation between the student and host’s
satisfaction of their host family placement with the level of language learned during study
abroad. To promote greater language gains, Di, Donovan, & Malone offer advice to prepare
students for the type of communication they should expect in that culture so that there can be
homestay satisfaction. They also noted a higher level of homestay placement satisfaction in Peru
and Chile than in Russia and China; the authors attribute this to possible unfamiliarity with
cultural differences that inhibited friendly interactions.

Interaction with Locals/Participation in Cultural Activities
Aside from the structure of the study abroad program itself, there are many other
predictors of FLA; a student’s level of interaction with the locals is a major factor. A study by a
professor at Drake University examined the correlation between the level of interaction with
locals and a student’s self-efficacy with the language, willingness to use the language, and
perceived gains in speaking skills (Cadd, 2012). The researcher required the participants, thirteen
undergraduates studying in a wide variety of countries, to complete a series of twelve
assignments throughout the semester while abroad, each of which required them to interact with
the locals. At the end of the program, students reported decreased levels of nervousness when
interacting with locals, increased willingness to interact with native speakers outside of the
assignment requirements, increased fluency, and better understanding of the target culture.
In a study of 102 students that studied in Spain, Mexico, France, Egypt, Russia, and
China, researchers found that a student’s social network was the greatest predictor of language
gains across all locations and languages (Baker-Smemoe, Dewey, Bown, & Martinsen, 2014).
The intensity of their friendships and frequency of their interactions were also factors in the level
of FLA. Other studies support the claim that a student’s interaction with locals and participation
in cultural activities is a major predictor of language gains and cultural competence (Dewey,
Brown & Eggett, 2012, Dewey et al., 2014; Regan, Howard, & Leme, 2009)
Characteristics of the Individual
While many external factors can affect FLA, such as program design, classroom
structure, and interaction with locals, there are several internal factors that should also be taken
into consideration. Pre-program proficiency plays an important role in FLA while abroad (Baker-
Smemoe, Dewey, Bown, & Martinsen, 2014; Martinsen, 2010; Marques-Pascual, 2011). Baker-

Smemoe, Dewey, Bown, & Martinsen found that participants need to reach a certain level of
proficiency prior to studying abroad in order for there to be measureable language gains (2014).
Students who are at low levels of proficiency tend to benefit less than those who have a pre-
program proficiency of intermediate language skills.
Intercultural sensitivity is also an individual characteristic that can impede or enhance a
student’s interaction with locals, which in turn can affect his or her motivation to practice the
language (Baker-Smemoe et al., 2014; Martinsen, 2010). If a student does not understand or
appreciate cultural differences, he or she may have a very different experience interacting with
locals and participating in activities that are typical of the foreign country. A learner’s openness
to new experiences and level of extroversion can also attribute to increases, or lack thereof, in
language gains (Dewey et al., 2014). Students study abroad for various reasons, and depending
on their motives and goals for studying abroad, they may have very different FLA outcomes
(Allen, 2010). Motivations play an integral role in the benefits attained from study abroad, and if
a student’s main desire is to travel and see other parts of the world, then he or she may have very
different gains in FLA compared to a student who wanted to immerse themself in the host
country’s culture.
Methods
In addition to the research collected from the literature review, I conducted a focus group
to collect qualitative data on the factors that affect foreign language acquisition while abroad.
The participants consisted of eight students from the University of North Carolina Wilmington
who studied abroad during their time as an undergraduate student. The student sample consisted
of seven females and one male, all of whom were White and between the ages of nineteen and
twenty-two. The students were recruited through the Office of International Programs and the

Study Abroad Ambassador Organization. Ambassadors are required to attend a certain number
of events each semester to earn points; the focus group counted as an event worth one point. The
eight students had a variety of experiences in terms of program characteristics, locations, lengths
of stay, and motivations for travel. They were asked questions regarding their social networks
while abroad, engagement with host families and roommates, after school activities, and level of
interaction with locals. Along with the focus group, the participants filled out a form that asked
them to rank their perceived level of language gain, explain other factors that may have affected
their language gain, and other questions to document the demographic of the group (Appendix
A). Of the eight students, six of them studied in Spanish speaking locations, predominantly in
Spain, and the other two studied in China and Greece. The students were asked to rank their
perceived level of improvement on a five-point scale in speaking, reading, writing, and listening
skills after their study abroad trip, with 0 indicating no improvement and 5 indicating
extraordinary improvement. The focus group was recorded and I analyzed the data from the
recording, as well as the questionnaire responses, for recurring themes.
Using the focus group data, in correspondence with the research findings from the
literature review, I created a program that can be delivered to students to help them decide what
program to select for their study abroad trip. The program will explain how different program
structures, such as type of homestay or classroom design, can produce different outcomes,
allowing students to decide which program is best structured for their desired outcomes. The
program will also highlight tips and best practices in order to optimize foreign language
acquisition while abroad. There will be a question and answer session to address the students’
concerns with language use while abroad, and each student will receive a pamphlet as a pre-

departure document of suggestions that includes the best ways to improve their foreign language
skills.
Findings
The findings of my focus group yielded interesting and often unanimous opinions of
students’ study abroad experiences. There was a variety of locations, durations of programs, as
well as types of housing that impacted the students’ foreign language learning. In addition to
program characteristics, there was substantial evidence that supported my research findings that
personal characteristics and interaction with locals largely contribute to FLA.
Length of Stay
Of the six students that studied in Spanish speaking destinations, three of them studied
abroad for a semester and the other three studied abroad for only a summer session, lasting
between four and six weeks. The students that studied abroad for an entire semester generally
had higher levels of perceived improvement in language skills than those that studied abroad for
only a summer. The two students who studied abroad in Greece and China also participated in
only a summer session and had the two overall lowest scores in perceived FLA improvement.
Both students discussed feeling disconnected to the people and the culture while in China and
Greece, and their low scores could be contributed to the short length of stay or the location itself.
The female student who studied in Athens, Greece reported feeling unwelcomed by the natives
when trying to speak the language, and excluded from cultural happenings. The focus group data
revealed that the length of semester long programs were slightly more favorable for FLA, and
that perhaps Spanish-speaking locations offered a more comfortable and welcoming experience
for foreigners than some other countries.
Housing Type

Focus group participants spent a significant amount of time discussing the role of
homestays with FLA. Four of the students participated in traditional host family homestays, two
of the students resided in dorms or apartments with other Americans, and two students lived in
apartments with natives of the country of study. All four students that stayed with host families
reported an increased sense of cultural awareness and expressed certain benefits from living with
a native family. Many of the students cooked with their families, went grocery shopping or to the
markets, and watched movies or television shows in the target language. While the students
expressed that it was an overall positive experience to live with a native family and witness
aspects of the culture at home, their level of verbal interaction typically was limited to time spent
in the house or running errands with the family. The two female students who studied in China
and Greece stayed in dorm style apartments with other Americans. During the focus group they
discussed that this severely hindered their FLA as their opportunities to interact with locals was
limited. One male and one female student, who studied in Valencia, Spain, were responsible for
finding their own housing, and both lived in apartments with other foreigners. These two
students expressed the highest levels of interaction with natives and participation in cultural
activities. They spent most of their time with other Spaniards, allowing them to converse in
natural social settings in the target language. The focus group findings corresponded to my
research in that homestays are beneficial for cultural experiences, but often limit verbal
interactions. The most optimal experience for FLA is to live with other natives who are also
students or foreigners in the same general age demographic, allowing for increased interaction
with locals and time spent conversing in the target language.
Motivation and Personality Traits

A final aspect of my focus group centered on how an individual’s personality traits and
motivations for studying abroad influenced FLA. One of the questions on the form that the
students filled out inquired about why they chose to study abroad. There were five students that
mentioned the phrase, “to learn a new language” when describing their motivations to study
abroad. On the perceived FLA improvement scale that asked students to rank improvement from
0-5, these five students predominantly scored their language improvement skills in the 4’s and
5’s. The three students that did not mention learning a new language as a motivation for studying
abroad, scored their levels of FLA improvement predominantly in the 0’s- 2’s. These students
expressed motivations such as, “to experience and see different parts of the world”, “to put
myself outside of my comfort zone”, and to “travel and have new experiences”. Their
counterparts who scored higher in perceived improvement in FLA listed statements such as, “to
acquire more language skills, “expand my knowledge of the language”, and “to improve my
language skills”. These findings also support research indicating that motivations play a large
role in the outcomes of FLA while studying abroad.
In addition to motivations for studying abroad, I sought to learn more about what other
personality or internal characteristics affect language learning. There was evidence that a
student’s personality type affects the amount of interactions and experiences a student seeks out
while abroad, ultimately affecting his or her FLA. The three students that did not mention
language learning as a motivation for studying abroad also all described their personalities as
introverted on the questionnaire, using phrases such as “cautious, and somewhat introverted”.
These three students ranked their improvement in reading, writing, speaking, and listening skills
as 0, 1, or 2. The other five students, who all reported much higher scores, described themselves
as “generally more extroverted and curious”, and “extroverted and outgoing with friends”. These

findings support the claim that an individual’s personality and level of extroversion can affect the
overall experience and level of FLA.
Implications
If students want to return from a study abroad trip with improved foreign language skills,
they should study abroad for a full semester, live with locals who are their age, challenge
themselves socially to go outside of their comfort zone, and set language goals to test their skills.
Higher education institutions could use these findings to design study abroad programs that are
conducive to foreign language learning. If the programs are structurally designed in ways that
enhance FLA in terms of duration, types of housing, integrated extracurricular activities, and so
on, then students will be more likely to return home with improved and more confident language
skills. Institutions could also implement the program design that is proposed in this document
within their study abroad offices to better prepare and advise students on selecting programs that
are conducive to their goals. Students can first determine what their goals are for studying
abroad, and then should be advised in selecting which programs are most appropriate. If foreign
language acquisition is a priority for the student, additional information can be distributed
regarding tips and effective practices to enhance FLA.
Limitations
There are some limitations with the study that should be noted. The sample size was
small and did not provide a diverse student perspective due to the similar demographic profile of
participants. Females outnumbered males seven to one, and all individuals were White and
traditional college-age students. While there was some variety of locations, a larger pool of
participants may have yielded more comprehensive results; five out of the eight students studied
in Spain. All students studied at a single institution and widening data collection to multiple

institutions might yield different results. However, there were themes within the data that I
believe could be insightful for higher education professionals.
Program Proposal
The program proposal outlines the purpose, audience, suggested format, talking points,
and any required visuals or technology. The program proposal can be modified to accommodate
the specific needs of individual study abroad offices.
Purpose and Audience
The program serves as an informational resource that will help students become more
informed in the pre-selection process when deciding which study abroad program is right for
them. The purpose of the program is to provide insight about program characteristics to students
who wish to study abroad so that they can make an informed decision about which program will
mostly likely satisfy their learning objectives and motivations for going abroad. Specifically, the
program will discuss factors that affect foreign language acquisition and offer tips on how to
enhance foreign language skills while abroad. The program is designed to be delivered by staff
members of a study abroad office to prospective students who want to learn more about study
abroad opportunities.
Program format and Talking Points
I suggest the program be delivered in an available space within the institution’s study
abroad office so that the students are familiar with the location of the office and its resources.
One staff member can deliver the program, and he or she only needs a computer and projector to
display an accompanying presentation. A PowerPoint with photos from various study abroad
programs and logistical information, such as the number of locations and estimated total costs,
would be a helpful visual to use for the introduction. I also recommend that the program be

holistically informative, briefly including things such as transferring course credits, scholarships,
and general cultural awareness. Below is a sequential list of talking points that the presenter will
work through.
 Welcome the students and express enthusiasm in their interest to learn more about study
abroad opportunities.
 Discuss basic facts such as the number of programs, types of programs offered, costs,
scholarship opportunities, and show photos on the projector from past study abroad trips.
 Explain why students should study abroad by listing benefits such as intercultural
competence, travelling, getting course credits, meeting new people, foreign language
acquisition, and developing a stronger sense of identity and vocational calling.
 Ask several students to share where they are interested in studying and what their primary
motivations and intentions are for studying abroad.
 Transition into discussion about how program characteristics, interaction with locals and
peers, as well as personal behaviors can affect the experience and benefits. Explain that
certain programs may be better for students who wish to travel, while some are suited for
students who wish to be culturally immersed, and others are designed to enhance foreign
language skills.
 Discuss factors that promote FLA such as studying abroad for a semester, living with
locals who are their age, actively seeking out opportunities to participate in cultural
activities, and challenging themselves to move outside of their comfort zone and try new
experiences.
 Pass out flyers that discuss tips for students to keep in mind while abroad that will
enhance FLA (Appendix B).

 Allow time at the end for a question and answer session.
Conclusion
Study abroad has an undeniable stronghold on students in higher education institutions,
and it is safe to say that this phenomenon is not fading any time soon. Fortunately, this
fascination with study abroad comes at a time when it is imperative that students are ready to be
globally responsible citizens in an increasingly international workplace. With constantly
improving technology, being culturally competent is crucial in creating healthy political relations
during a time of continued conflict. The benefits of study abroad range from increased
intercultural connectedness, enhanced self-confidence and sense of vocational calling, to
emotional and cognitive development. A more obvious, yet under-researched outcome is foreign
language acquisition. Factors of FLA include the length of stay, type of housing accommodation,
level of interaction with locals, and personal characteristics of the individual. Having a greater
understanding of which elements predict positive changes in foreign language skills will allow
higher education institutions to design more effective programs to produce positive outcomes for
both the student and the global community.

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Appendix A
Focus Group Questionnaire
Student information sheet
Male or female: __________
Age: _______
Location of program: __________________
Duration of program (spring break, summer, semester, or year): _______________
Type of housing: _________________
Level of foreign language experience prior to program: ________________
What sorts of extracurricular activities did you participate in?
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Please rate how much you feel that your foreign language skills improved after your study
abroad program, with 0 being no improvement and 5 being drastically improved.
Speaking skills 0 1 2 3 4 5
Listening skills 0 1 2 3 4 5
Writing skills 0 1 2 3 4 5
Reading skills 0 1 2 3 4 5
Were your classes taught in English? _______________
Were your classmates all Americans? ______________________________
Describe your personality type. (extroverted, introverted, brave, cautious)
______________________________________________________________________________
______________________________________________________
Why did you study abroad?
______________________________________________________________________________
___________________________________________________
Appendix B
Flyer Template for Proposed Program

Get the most out of your study abroad!
1. Live with locals who are
your age.
2. Study abroad for a full
semester.
3. Take classes in the target
language.
4. Make friends with locals,
not just other Americans!
5. Participate in the town’s
cultural activities.
Study Abroad Office (xxx)yyy-yyyy
10 Tips to Enhance Your Language Skills
While Studying Abroad!
1. Live with locals who are
your age.
2. Study abroad for a full
semester.
3. Take classes in the target
language.
4. Make friends with locals,
not just other Americans!
5. Participate in the town’s
cultural activities.
6. Join extracurriculars such as
intermural sports, dance teams,
cooking classes, etc.
7. Challenge yourself to go outside
your comfort zone!
8. Use the language whenever
possible (ordering food, asking
for directions)
9. Be outgoing and adventurous!
10. Try new things and spend time
where the locals hangout.
10.

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