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What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of Students' Motives and Goals

^* To whom correspondence should be addressed. E-mail: hallen{at}miami.edu.

	Abstract

This comparative case study explored the motives and goals of two American students participating in short-term study abroad (SA). Findings, interpreted from an activity theory perspective, demonstrated that despite similar language-learning histories and demographic characteristics, the students were learning French and participating in SA for different reasons. Dissimilarities between their language-learning motives and goals for SA led to differences in their experiences using French and interacting with host families and, later, to shifts in goals and language-learning strategies. These findings offer support for a relational definition of the context of learning during SA wherein context is emergent from individuals’ language-learning motives and reasons for engaging in SA, goals for SA, and resulting actions. Practical implications of this study include the need for intervention in student learning during SA.

First published on May 13, 2009
Journal of Studies in International Education 2009, doi:10.1177/1028315309334739


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