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An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students' Study Abroad (Sa) Experıences: The Case Of Erasmus Students

Year 2021, Issue: 42, 185 - 195, 08.01.2021

Oktay Yağız Fatma Kaya

https://doi.org/10.30794/pausbed.663934

Abstract

This study explored the beliefs, expectations, and experiences of tertiary students participated in an Erasmus program. With this purpose, a comprehensive analysis was sought to understand tertiary level students’ L2 use and their socialization. The participants were 8 Erasmus students who spent a semester in various countries where English was used in academic and informal settings. Semi-structured interviews were conducted with participants and the data drawn from the interviews were analyzed through content analysis. Results revealed that students showed discrepancies and different priorities in terms of the reasons that motivated them for the experience. Moreover it was found that they had various expectations from the sojourn and they have considerably benefited from the experience on various issues ranging from language related to social and academic gains.

Keywords

Erasmus students Study abroad Learning context

References

  • Amuzie, G. L., & Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37, 366–379. doi: https://doi.org/10.1016/j.system.2009.02.011
  • Asoodar, M., Atai, M., & Baten, L. (2017). Successful erasmus experience: Analysing perceptions before, during and after Erasmus. Journal of Research in International Education, 16(1), 80–97. https://doi.org/10.1177/1475240917704331
  • Dewey, D. P. (2007). Language learning during study abroad: What we know and what we have yet to learn. Japanese Language and Literature, 41(2), 245-269. doi: https://doi.org/10.2307/30198037
  • Dewey, D. P., Belnap, R. K., & Hillstrom, R. (2013). Social network development, language use, and language acquisition during study abroad: Arabic language learners' Perspectives. Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 84-110. Retrieved from http://www.frontiersjournal.com/documents/Dewey-Belknap-Hillstrom-FRONTIERS2012-13.pd Erasmus + 2017 Annual Report. doi: https://doi.org/10.2766/465575
  • Dewey, D. P., Bown, J., & Egget, D. (2012). Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives. Proficiency, Social Networking, and Language Use, 68(2), 111–137. doi: https://doi.org/10.2766/465575
  • Fraser, C. C. (2002). Study abroad: An attempt to measure the gains. German As A Foreign Language Journal, 1, 45–65. Retrieved from http://www.gfl-journal.de/1-2002/fraser.pdf
  • ICEF (International Consultants for Education and Fairs) Monitor (2017). OECD charts a slowing of international mobility growth. Retrieved from http://monitor.icef.com/2017/09/oecd-charts-slowing-international-mobility-growth/.
  • Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439-484. doi: https://doi.org/10.1017/S026144481800023X
  • Kaypak, E., & Ortaçtepe, D. (2014). Language learner beliefs and study abroad: A study on English as a lingua Franca (ELF). System, 42, 355–367. doi: http://dx.doi.org/10.1016/j.system.2014.01.005
  • Krashen, S. D. (1981). The “fundamental pedagogical principle” in second language teaching. Studia Linguistica, 35(1-2), 50-70. doi: https://doi.org/10.1111/j.1467-9582.1981.tb00701.x
  • Llanes, À. & Munȏz, C. (2009). A short stay abroad: Does it make a difference?. System, 37(3), 353–365. doi: https://doi.org/10.1016/j.system.2009.03.001
  • Llanes, À., Tragant, E., & Serrano, R. (2012). The role of individual differences in a study abroad experience: The case of Erasmus students. International Journal of Multilingualism, 9(3), 318-342. doi: https://doi.org/10.1080/14790718.2011.620614
  • Long, M. H. (1985). Input and second language acquisition theory. In S. M. Gass, & C. G. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley: Newbury House.
  • Martinsen, R. A. (2010). Short-Term study abroad: Predicting changes in oral skills. Foreign Language Annals, 43(3), 504-530. doi: https://doi.org/10.1111/j.1944-9720.2010.01095.x
  • Montero, L. (2019). Developing effective L2 communication strategies. The Language Learning Journal, 45(5), 642-652. doi: https://doi.org/10.1080/09571736.2017.1357744
  • Schwieter, J. W., Ferreira, A., & Miller, P. (2018). Study abroad learners’ metalinguistic and sociocultural reflections on short- and long-term international experiences. Intercultural Education, 29(2), 236-257. doi: https://doi.org/10.1080/14675986.2018.1429169
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass, & C. G. Madden (Eds.), Input in second language acquisition (pp. 253-256). Rowley: Newbury House.
  • Whitworth, K. F. (2006). Access to learning during study abroad: The roles of identity and subject positioning (Unpublished Doctoral Thesis). The Pennsylvania State University: Pennsylvania
  • Yang, J.-S., & Kim, T.-Y. (2011). Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abroad ESL learners. (2011). System, 39, 325-334. doi: https://doi.org/10.1016/j.system.2011.07.005

Türk Üniversite Öğrencilerinin Yurtdışı Eğitimi Deneyimlerinde Kültürler-Arası Etkileşimleri Üzerine Nitel Bir Araştirma: Bir Erasmus Programi Örneği

Year 2021, Issue: 42, 185 - 195, 08.01.2021

Oktay Yağız Fatma Kaya

https://doi.org/10.30794/pausbed.663934

Abstract

Bu çalışma, Erasmus programına katılan yükseköğretim öğrencilerinin inançlarını, beklentilerini ve deneyimlerini araştırmaktadır. Bu amaçla, üniversite düzeyindeki öğrencilerin ikinci dil kullanımı ve sosyalleşmelerini araştırmak adına kapsamlı bir çalışma yapılmıştır. Katılımcıları, İngilizce'nin akademik ve gayri resmi ortamlarda kullanıldığı çeşitli ülkelerde bir dönem geçiren 8 Erasmus öğrencisi oluşturmuştur. Katılımcılar ile yarı yapılandırılmış görüşmeler yapılmış ve görüşmelerden elde edilen veriler içerik analizi ile analiz edilmiştir. Sonuçlar öğrencilerin deneyime kendilerini teşvik eden nedenler arasında farklılıklar ve farklı öncelikler gösterdiklerini ortaya koymuştur. Dahası, bu tecrübeden öğrencilerin farklı beklentilerinin olduğu ve dilsel kazanımlardan sosyal ve akademik kazanımlara kadar çeşitli konularda deneyimlerden önemli ölçüde faydalandıkları görülmüştür.

Keywords

Erasmus öğrencileri Yurtdışı eğitimi Öğrenme ortamı Dil gelişimi

References

  • Amuzie, G. L., & Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37, 366–379. doi: https://doi.org/10.1016/j.system.2009.02.011
  • Asoodar, M., Atai, M., & Baten, L. (2017). Successful erasmus experience: Analysing perceptions before, during and after Erasmus. Journal of Research in International Education, 16(1), 80–97. https://doi.org/10.1177/1475240917704331
  • Dewey, D. P. (2007). Language learning during study abroad: What we know and what we have yet to learn. Japanese Language and Literature, 41(2), 245-269. doi: https://doi.org/10.2307/30198037
  • Dewey, D. P., Belnap, R. K., & Hillstrom, R. (2013). Social network development, language use, and language acquisition during study abroad: Arabic language learners' Perspectives. Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 84-110. Retrieved from http://www.frontiersjournal.com/documents/Dewey-Belknap-Hillstrom-FRONTIERS2012-13.pd Erasmus + 2017 Annual Report. doi: https://doi.org/10.2766/465575
  • Dewey, D. P., Bown, J., & Egget, D. (2012). Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives. Proficiency, Social Networking, and Language Use, 68(2), 111–137. doi: https://doi.org/10.2766/465575
  • Fraser, C. C. (2002). Study abroad: An attempt to measure the gains. German As A Foreign Language Journal, 1, 45–65. Retrieved from http://www.gfl-journal.de/1-2002/fraser.pdf
  • ICEF (International Consultants for Education and Fairs) Monitor (2017). OECD charts a slowing of international mobility growth. Retrieved from http://monitor.icef.com/2017/09/oecd-charts-slowing-international-mobility-growth/.
  • Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439-484. doi: https://doi.org/10.1017/S026144481800023X
  • Kaypak, E., & Ortaçtepe, D. (2014). Language learner beliefs and study abroad: A study on English as a lingua Franca (ELF). System, 42, 355–367. doi: http://dx.doi.org/10.1016/j.system.2014.01.005
  • Krashen, S. D. (1981). The “fundamental pedagogical principle” in second language teaching. Studia Linguistica, 35(1-2), 50-70. doi: https://doi.org/10.1111/j.1467-9582.1981.tb00701.x
  • Llanes, À. & Munȏz, C. (2009). A short stay abroad: Does it make a difference?. System, 37(3), 353–365. doi: https://doi.org/10.1016/j.system.2009.03.001
  • Llanes, À., Tragant, E., & Serrano, R. (2012). The role of individual differences in a study abroad experience: The case of Erasmus students. International Journal of Multilingualism, 9(3), 318-342. doi: https://doi.org/10.1080/14790718.2011.620614
  • Long, M. H. (1985). Input and second language acquisition theory. In S. M. Gass, & C. G. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley: Newbury House.
  • Martinsen, R. A. (2010). Short-Term study abroad: Predicting changes in oral skills. Foreign Language Annals, 43(3), 504-530. doi: https://doi.org/10.1111/j.1944-9720.2010.01095.x
  • Montero, L. (2019). Developing effective L2 communication strategies. The Language Learning Journal, 45(5), 642-652. doi: https://doi.org/10.1080/09571736.2017.1357744
  • Schwieter, J. W., Ferreira, A., & Miller, P. (2018). Study abroad learners’ metalinguistic and sociocultural reflections on short- and long-term international experiences. Intercultural Education, 29(2), 236-257. doi: https://doi.org/10.1080/14675986.2018.1429169
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass, & C. G. Madden (Eds.), Input in second language acquisition (pp. 253-256). Rowley: Newbury House.
  • Whitworth, K. F. (2006). Access to learning during study abroad: The roles of identity and subject positioning (Unpublished Doctoral Thesis). The Pennsylvania State University: Pennsylvania
  • Yang, J.-S., & Kim, T.-Y. (2011). Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abroad ESL learners. (2011). System, 39, 325-334. doi: https://doi.org/10.1016/j.system.2011.07.005
There are 19 citations in total.

Details

Primary Language English
Subjects Language Studies
Journal Section Articles
Authors

Oktay Yağız 0000-0001-7076-7774

Fatma Kaya 0000-0002-7140-1915

Publication Date January 8, 2021
Acceptance Date June 24, 2020
Published in Issue Year 2021 Issue: 42

Cite

APA Yağız, O., & Kaya, F. (2021). An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students’ Study Abroad (Sa) Experıences: The Case Of Erasmus Students. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(42), 185-195. https://doi.org/10.30794/pausbed.663934
AMA Yağız O, Kaya F. An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students’ Study Abroad (Sa) Experıences: The Case Of Erasmus Students. PAUSBED. January 2021;(42):185-195. doi:10.30794/pausbed.663934
Chicago Yağız, Oktay, and Fatma Kaya. “An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students’ Study Abroad (Sa) Experıences: The Case Of Erasmus Students”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, no. 42 (January 2021): 185-95. https://doi.org/10.30794/pausbed.663934.
EndNote Yağız O, Kaya F (January 1, 2021) An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students’ Study Abroad (Sa) Experıences: The Case Of Erasmus Students. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 42 185–195.
IEEE O. Yağız and F. Kaya, “An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students’ Study Abroad (Sa) Experıences: The Case Of Erasmus Students”, PAUSBED, no. 42, pp. 185–195, January 2021, doi: 10.30794/pausbed.663934.
ISNAD Yağız, Oktay - Kaya, Fatma. “An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students’ Study Abroad (Sa) Experıences: The Case Of Erasmus Students”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 42 (January 2021), 185-195. https://doi.org/10.30794/pausbed.663934.
JAMA Yağız O, Kaya F. An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students’ Study Abroad (Sa) Experıences: The Case Of Erasmus Students. PAUSBED. 2021;:185–195.
MLA Yağız, Oktay and Fatma Kaya. “An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students’ Study Abroad (Sa) Experıences: The Case Of Erasmus Students”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, no. 42, 2021, pp. 185-9, doi:10.30794/pausbed.663934.
Vancouver Yağız O, Kaya F. An Investıgatıon Into The Inter-Cultural Interactıon Of Turkısh Unıversıty Students’ Study Abroad (Sa) Experıences: The Case Of Erasmus Students. PAUSBED. 2021(42):185-9.
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