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The relationship between study abroa...

Morreale, Stefania Gabriella Silvestri.

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The relationship between study abroad and motivation, attitude and anxiety in university students learning a foreign language.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The relationship between study abroad and motivation, attitude and anxiety in university students learning a foreign language./
作者:	Morreale, Stefania Gabriella Silvestri.
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
標題:	Education, Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3445246
ISBN:	9781124542447

The relationship between study abroad and motivation, attitude and anxiety in university students learning a foreign language.
Morreale, Stefania Gabriella Silvestri.

The relationship between study abroad and motivation, attitude and anxiety in university students learning a foreign language. - 127 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ph.D.)--Wayne State University, 2011.

The objective of this dissertation was to discover the program effects of long- and short-term study abroad for university students at a midwestern, public university. Affective outcomes, such as motivation, attitude and anxiety, were examined using Gardner's Attitudes and Motivational Test Battery (AMTB) survey and a student demographic questionnaire. Quantitative data from the student demographic survey reported that the typical foreign language student surveyed is female, between the ages of 18-22, a junior, a liberal arts major with non-native fluency in the target language. The typical study abroad program attended by this sample is: short-term (less than eight weeks), most often 5-6 weeks in duration, a language and culture program with 10-16 hours of instruction per week. Quantitative data from the AMTB survey reported that SA students had a higher motivation index than the non-SA participants. The attitude index did not show a statistical difference between the SA group and the non-SA group. Anxiety, however, was found to be significantly lower in the SA students when compared to that of their non-SA counterparts. These findings contribute to the field of foreign language education by offering empirical evidence that a short-term study abroad experience does make a difference in regards to student motivation and anxiety in foreign language learning.

ISBN: 9781124542447Subjects--Topical Terms:

1064562
Education, Foreign Language.

The relationship between study abroad and motivation, attitude and anxiety in university students learning a foreign language.
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500 $a Advisers: Marc H. Rosa; Sharon Elliott.
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520 $a The objective of this dissertation was to discover the program effects of long- and short-term study abroad for university students at a midwestern, public university. Affective outcomes, such as motivation, attitude and anxiety, were examined using Gardner's Attitudes and Motivational Test Battery (AMTB) survey and a student demographic questionnaire. Quantitative data from the student demographic survey reported that the typical foreign language student surveyed is female, between the ages of 18-22, a junior, a liberal arts major with non-native fluency in the target language. The typical study abroad program attended by this sample is: short-term (less than eight weeks), most often 5-6 weeks in duration, a language and culture program with 10-16 hours of instruction per week. Quantitative data from the AMTB survey reported that SA students had a higher motivation index than the non-SA participants. The attitude index did not show a statistical difference between the SA group and the non-SA group. Anxiety, however, was found to be significantly lower in the SA students when compared to that of their non-SA counterparts. These findings contribute to the field of foreign language education by offering empirical evidence that a short-term study abroad experience does make a difference in regards to student motivation and anxiety in foreign language learning.
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