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EXCHANGE STUDENTS.   Term Paper ID:25286 Click to get this paper

Essay Subject: Examines personal, psychological & educational effects & problems of being a student in a foreign land.... More...

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Paper Abstract: Examines personal, psychological & educational effects & problems of being a student in a foreign land. Paper Introduction: PERSONAL AND EDUCATIONAL OUTCOMES ASSOCIATED WITH THE EXPERIENCE OF BEING AN INTERNATIONAL STUDENT Introduction Many educators have noted the need for higher education institutions in the United States and foreign countries to engage in an exchange of students as well as exchanges of faculty members, and educational and cultural information. These exchanges are said to be an important and meaningful part of the educational process that will produce many positive personal and educational outcomes for students (Hansel & Grove, 1984). Unfortunately, however, there has not been much research examining the effects of exchange programs on American college students; nor has there been any comprehensive examination attempting to organize the general student outcome research on Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. & Grove, N. Bachner, D.J. Crano, S.L. Stansfield (1975), however, has disputed this pointbased on a study conducted in Jalapa, Mexico, to test the hypothesis thatan international student of average and below average language aptitude mayhave greater difficulty with the accelerated pace of learning in anintensive program. Ginsberg, R.B. There are,however, some indications that the degree to which students make gains insecond language achievement may be dependent on a number ofsociodemographic characteristics including: their gender; their degree ofprevious experience in learning other foreign languages; and in theirexisting command of grammar and reading skills. Specifically, in the oral proficiency interview forSpanish, many returning students had no control of the subjunctive, a keyto attaining successive proficiency levels, and had developed elaboratestrategies for avoiding using those constructions. Learning by doing: What a high schoolstudent can learn from a homestay abroad. Research report 32. Brecht, R.D. (p.1)The college took several steps to reduce the language skills problem.These included: redesigning Spanish courses taught beyond the normallanguage sequence at the undergraduate level, both at home and in theforeign country, to include more work in the subjunctive and otherstructures of similar difficulty; and increased writing assignments in thegrammar course and all other courses while abroad. (ERICDocument Reproduction Service No. economy assignificantly more positive than the Japanese students viewed the impact offoreign students in Japan on the Japanese economy. New York: AFS International/Intercultural Programs, Inc. ERIC Document Reproduction Service No. (Paper presented at the Annual NortheastConference on the Teaching of Foreign Languages (New York, NY, April 12-15).----------------------- 1 Additional french language experiences andthe AP candidate. The findings of this study suggested thatthere was indeed a relationship between self-concept and subsequentpersonal, social, and academic adjustment. Predictors of foreign language gain during studyabroad. French Review, 49(4), 483-495. It is recommended, based onthese findings, that language programs reexamine what they can offernonmajors, even in study abroad, to arouse more interest in language study. Hansel, B. The impact of study abroad on academicperformance: German language registrations. The study alsoincluded a comparison group of 384 individuals, each nominated by areturnee, who had not participated in a high school-level exchange but wasof the same gender, similar age, and similar educational background. Analysis of the data was said to suggest that students who includestudy abroad in their language plans have a three to one chance ofcompleting their third year and becoming reasonably fluent, over studentswho begin study on campus and do not study abroad, regardless of languagetraining begun before the year of study abroad. Views of One's Own Impact on Society. Veguez, R. Perception of the impact of internationaleducation: Japanese vs. Students whose initial self-concept measures were high expressed fewer and less severe adjustmentproblems than those whose initial self-concepts were not so high. The findingssupport the idea that exchange should be viewed in longitudinal, evenlifelong terms. Brecht (1993) conducted a large-scale statistical study of thepredictors of language gain during study abroad. Occasional Paperson International Educational Exchange Research Series. ERIC Document Reproduction Service No. There has been little research investigating theachievement levels of American exchange students. Revised andExpanded. Listening comprehension before and after studyabroad. Forexample, Hansel and Lee (1985) surveyed 1,1 newly returned American FieldService (AFS) foreign exchange high school seniors in an effort to measuretheir degree of personal development with respect to 17 characteristics.Results showed students identified themselves as having experienced rapiddevelopment in ideals and in skepticism of stereotypes. A third conclusion of the study involves the effect of studyingabroad on students' academic achievement levels. ED 4 73 . Frautschi (1976) conducted a study of factors leading to successfulachievement on advanced placement tests in French. However, substantial differences between groupswere found in language enrollments during the period after the study abroadsession. ED 264 733. Study abroad: The experience of Americanundergraduates in Western Europe and the United States. Crano (1986) suggested that the important role of self-concept in the educational process, as well as the association of self-concept to academic achievement, makes this fact a salient variable toexplore in research on the effects of international education.Accordingly, she conducted an investigation of the relationship betweenself-concept and the personal, social, and academic adjustment of highschool-aged international exchange students in the United States. Seeing that people have different solutions to familiar problems, AFSstudents are said to become better able to generate new options forthemselves. NFLC Occasional Papers. However, whilestudents may grow personally, they do not appear to have strong beliefsthat their exchange experiences will exert an influence on American societyother than in a weakly positive way. Stansfield, C.W. However, in a generaldiscussion of the impact of studying abroad on the achievement levels ofAmerican students, Hansel and Grove (1984) report that the American FieldService (AFS) Impact Study documented that adolescents in AFS programs showgreater increases in learning and competence than could be expected throughthe normal maturing process. (Paper presented at the AnnualMeeting of the American Educational Research Association (New York, NY,April). In another study of the contribution of being an exchange student topersonal growth, Bachner and Zeutschel (1994) examined the long-termeffects of youth exchange, specifically the degree to which formerparticipants in exchange programs actually utilized results of the exchangeafter their return to their home country. Subjects in the studywere 658 American college and graduate students studying in the SovietUnion between spring 1984 and spring 199 . Journal of College Admissions,1 7, 26-31. ED 257 732). Findings indicated that the Japanese students viewed the impact oftheir return on the Japanese economy and technology as significantly morepositive than the American students viewed the impact of their return onthe U.S. ED 283 745. ED 138 57. Achievement. The oral proficiency interview and the junior yearabroad: Some unexpected results. (1992). (1985). Self-Concept. PERSONAL AND EDUCATIONAL OUTCOMES ASSOCIATED WITH THE EXPERIENCE OF BEING AN INTERNATIONAL STUDENT Introduction Many educators have noted the need for higher education institutionsin the United States and foreign countries to engage in an exchange ofstudents as well as exchanges of faculty members, and educational andcultural information. In the study, the Modern Language Association Cooperative SpanishTest was administered to the eight beginning students (some of which wereAmericans) enrolled in the Jalapa program in Fall 1974. ED36 828). In addition, moststudents felt that they all were better prepared to do college level work. A fourth and final conclusion of the study is that the studentexchange program can be evaluated as a fairly positive experience forcollege students. (1975). Because of all theirexperiences, students become more knowledgeable about the new culture, morecompetent generally, and, therefore, more self-confident about taking onnew challenges in the future. Personal and Educational Outcomes The existing literature on the impact of being an exchange studentindicates that the experience produces many positive effects. Utilizing the effects of youthexchange: A study of the subsequent lives of German and American highschool exchange participants. However, if students' self-concept is good prior to theexchange experience, it will assist them with the various personal, social,and academic adjustments they must make as part of the exchange program. (ERIC Document Reproduction Service No. Orientation, counseling, and supportfrom the AFS staff helps students deal productively with the stress of thenew environment and, therefore, to gain in competence and self-confidence.Moreover, experiential learning is said to compel students to participatedirectly in real-life activities and is especially effective in terms ofits impact on motivation, memory, and mastery. (1985). Personal Growth. Despite thesedifferences, it was noted that the view of both the American and Japanesestudents of the impact of international education on theirs and others'societies was, in general, positive. Being in an exchange student in a foreign countrycan positively influence American students' level of personal growth. Comparison across the groups focused on changes inGPA, shifts in major, and post-reentry language registrations. However, the experience of study abroad led to substantialgains in listening comprehension. Sectionsadministered were listening, reading, and writing. Veguez (1984) noted that: The foreign experience, rather than promoting true language proficiency, was found to be manufacturing "terminal 2+" students, or expensively trained street speakers of the language. Self-concept and adjustment in internationalexchange students. Results indicated thisgroup learned three semesters of Spanish in three and a half months abroad,with production skills ranging highest, although it was not possible totest speaking skills. Each ofthese is discussed here. Frautschi, R.L. It was found that an increase of oral fluency ofMiddlebury College seniors who had studied in college-sponsored junior yearabroad programs did not carry over to written skills or to comprehensivegrammatical knowledge. Clearly, what is neededis a study of American college students in exchange programs thatinvestigates achievement and academic performance in areas other thanlanguage learning. It was concluded that reservations about theinteraction of language aptitude and accelerated pace seem unfounded whenapplied to study abroad. Interestingly, however, American exchange students viewed the impactof foreign students in the United States on the U.S. (1996). (1993). Study abroad and the first-year student.(Paper presented at the Annual Meeting of the Pacific Northwest Council onForeign Languages (26th, Simon Fraser University, April 17-19) ERICDocument Reproduction Service No. Another conclusion that can be reached concerning the effects of theexchange experience on students' self-concept is interesting. For example, in a study conducted by Baker (1985), it wasnoted that Brigham Young University had implemented a policy of allowingnon-language majors, often with limited second-language proficiency, tostudy abroad. (ERIC Document Reproduction Service No.ED 34 322). (Paper presented at the AnnualMeeting of the Council on International Educational Exchange (New York, NY,November 5-8). A Latin American sample of over 2 American Field Service studentswas chosen. These exchanges are said to be an important andmeaningful part of the educational process that will produce many positivepersonal and educational outcomes for students (Hansel & Grove, 1984).Unfortunately, however, there has not been much research examining theeffects of exchange programs on American college students; nor has therebeen any comprehensive examination attempting to organize the generalstudent outcome research on American exchange students that has beenconducted. Findings of thestudy indicated that certain student characteristics were indeed predictiveof language gains abroad, including gender, experience in learning otherforeign languages, and command of grammar and reading skills. Regarding personal growth, it can be concluded that the exchangeexperience: increases student ideals and reduces their belief instereotyping different peoples and their cultures. The research focused on Germansand Americans who, as teenagers, experienced home stays in the othercountry between 1951 and 1987. ED 41 819. Subjects in the study were 34 randomly selected Americanundergraduate students attending a Japanese university in Osaka, Japan and34 randomly selected Japanese students who had just returned from a year ofinternational study abroad participated in the study. In other words, there is a tendency forAmerican students to downplay the value of their international education onAmerican society. Some studies have suggested that the academic performance andachievement levels of students studying in countries other than their ownmay be dependent upon their ability to speak the language of the countrywhere they are living. The study was a joint effort of United States andEuropean educators and institutions, involved over 4 participants, andincluded a comparison group of students not undertaking a year abroad.Results indicated that the time abroad has a significant impact on foreignlanguage facility; that participants in the study abroad programs scorehigher than the comparison group on cultural interest and peace andcooperation indicators; that foreign systems of education meet with mixedresponses; and that in later career choices none regretted their studyabroad. Findings revealed no appreciable variation in GPA and no obvioustrends in change of major. (1986). New York: Council onInternational Educational Exchange. Their broadened perspectives allow them to discover newopportunities and try new behaviors. The purpose of this paper is to contribute to this area of theresearch through an in-depth examination of the literature on the personaland educational outcomes observed for American exchange students. (1984). Conclusions The review of literature presented here examined research on thepersonal and educational outcomes associated with being an exchangestudent. (ERIC Document Reproduction Service No. However, the existing knowledge base is under-researchedin the area of achievement beyond language gains. A total of 1,187 formerexchange students received the survey with 661 responding. Study-abroad students were matched with a control group of non-study-abroad students by age, sex, grade point average (GPA), major, and totalcredit hours earned. These students came from five countries (Brazil, Ecuador,Paraguay, Uruguay, and Venezuela), and all were headed for a yearlonghomestay in the United States. Hansel, B. American students. This conclusion was formulated in a study conducted byArchwamety of Japanese and American exchange students focusing on theirperceptions of the impact of international education on their own societyand on the society hosting the foreign student. Veguez (1984) examined the effects of studying in another country oninternational students general language skills, including writing andgrammatical knowledge. According to the authors, research findings on how people learn andunder what circumstances explain why an AFS experience accelerateslearning. For example, it is known that exposure to new things stimulatesthe senses, which in turn stimulates learning. (New York: AFS InternationalIntercultural Programs) ERIC Document Reproduction Service NO. ED 358 718). (1994). In addition, thereare few relationships between the activities that do exist and eitherstudents' perceived listening competence or results on an objectivelistening test. (1991). Research Report 25. Variables examined includedstudent characteristics (age, gender, citizenship, country of birth, placeand levels of formal education, highest degree taken, major, prior Russianand other second language training and experience, program type, overseashost institution) and a variety of language measures (proficiency tests,program qualifying exams, learning style or aptitude data). Carlson, J.S. References Archwamety, T. Baker, J.O. (1984). economy and technology. Also, students in theseprograms tend to experience growth in self-confidence, acquisition ofinstrumental skills and extra resources for problem-solving, foreignlanguage proficiency, and generalized coping skills. Methods involved a combination of in-depth exploratory interviewswith 4 students and comprehensive survey questionnaires based on thefindings from the exploratory phase of the study. Unlike the comprehensive research just discussed, most of the studyof the achievement effects of learning and studying abroad using samples ofAmerican students have focused on how the experience affects' studentslanguage skills. It was concluded that being an exchange student is anexperience that contains positive benefits that endure beyond the timeabroad. (Occasional Papers on InternationalEducational Exchange 31. The papersupplies the need in the knowledge base by organizing the existing researchon personal and education outcomes of American exchange students intoseveral categories of findings including personal growth studies, researchon the views and perceptions of the impact of the experience, self-conceptstudies, and academic achievement studies. & Lee, C.L. Why an AFS Experience AcceleratesLearning and the Growth of Competence. The examinedresearch was equivocal with respect to the experience increasing students'self-concept. Findings were said toshow that students with either a bilingual home environment or whoparticipated in some type of program studying abroad, or who had merelylived abroad, did significantly better on the placement tests than didstudents simply exposed to language instruction in American schools. Ginsberg (1992) examined listening comprehension in 82 universitystudents who participated in an exchange program with Russia. & Zeutschel, U. According to the authors, data analyses indicated that long-termbenefits of the exchange experience included growth in self-confidence,acquisition of instrumental skills and extra resources for problem-solving,foreign language proficiency, and generalized coping skills. Both student groupswere surveyed for their perceptions of the impact of their studies on thepolitics, economy, technology, education, knowledge expansion, andinternational relations of their home country and their host country. Questionnairedata revealed that specific listening activities are not common in collegeRussian courses, and that students have little confidence in their abilityto comprehend what they hear in a variety of situations. (1976). Bakery examined the effect of a six-month study program inVienna (Austria) on the academic achievement and post-reentry languageregistrations of 224 students. Archwamety (1996) observed thatthe experience of being an exchange student can operate to strengthen andshape students' perception of the general impact of internationaleducation. There is some researchsuggesting that the experience can, at least in some instances, increasestudents' achievement levels once they return home---and this is especiallytrue in terms of their achievements in being able to speak more fluidly andlisten with more understanding the host country's language. Research Series: Council on InternationalEducational Exchange) ERIC Document Reproduction Service No. Carlson (1991) conducted research to examine the effect of studyabroad experiences on undergraduate students both in their undergraduateyears and afterwards. Cranostates that these findings, in all likelihood, generalize to samples ofAmerican exchange students. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.