An Evaluation of the Impact of BYU Study Abroad Programs on Language Learning Strategy Use

Study abroad is a large and quickly growing industry in which students go abroad to become better acquainted with the language and customs of another country. While many students participate in study abroad with the intention of increasing their second language proficiency, the effectiveness of study abroad programs in helping students to attain higher levels of language proficiency has not been conclusively demonstrated. This thesis sought to evaluate the effect of study abroad on students’ use of language learning strategies; in other words, the aim of this research was to see if study abroad helped students from Brigham Young University’s (BYU) foreign language classes to become better language learners. Eighty-nine students from six different programs, as well as a smaller control group of French 202 students on BYU campus, completed questionnaires and the Strategic Inventory for Language Learning (SILL) both before and after their study abroad experience. Their answers were analyzed quantitatively. First the control group was compared to the French 202 students who participated in the study abroad program. Next all of the study abroad students were compared to identify personal and program variables which had a significant affect on students’ use of language learning strategies, and second language proficiency changes were examined to see if students’ who experienced an increase in second language proficiency had increased their use of language learning strategies. This study details the findings of a statistical analysis of students’ pre- and post-study abroad SILL scores. There were no significant differences between the control and experimental groups for any of the six strategy types identified by the SILL. Among the study abroad participants, those who participated in the least number of tourism-oriented days of travel increased their use of communicative strategies. Participants’ gender significantly affected their use of cognitive and affective strategies, and previous training in strategy use affected their use of memory strategies. Students who indicated that they had significantly improved their listening comprehension and overall proficiency had also increased their use of several types of strategies, and writing, pronunciation, and grammar improvements were also reported by students who increased or maintained their pre-program use of various strategy types. While study abroad does not seem to automatically increase students’ use of language learning strategies, students who do increase their strategy use do seem to be more successful in improving their language proficiency. Implications for study abroad are discussed.

Thesis Author: Adams, Rebecca J.

Year Completed: 2000

Committee Members: James Scott Taylor, Cynthia Hallen

Thesis Chair: Lynn Henrichsen