Study abroad is now both an international industry and an experience that can have a deep impact on students’ linguistic, cultural and personal development. This book explores ‘the social turn’ in the fields of study abroad and language learning strategies. The longitudinal qualitative study reported in this volume investigates the international educational experiences of Arab university students from diverse countries (Iraq, Libya, Jordan, Saudi Arabia, Syria and the United Arab Emirates) and represents one of the few empirical studies to capture an in-depth understanding of the study abroad experiences of newly-arrived international students in higher education. Particular attention is paid to their changing learning goals, underlying motivations and strategy uses during their attendance on both short and long academic programmes in a study abroad context. It also examines their past language learning experiences in their homelands retrospectively. Readers will gain a better understanding of international students’ study abroad experiences in terms of their expectations, aspirations, diverse difficulties and the strategies they deploy to deal with these difficulties.
Tabela de Conteúdo
Foreword by Jane Jackson
Chapter 1. Introduction
PART I: Theoretical Considerations
Chapter 2. Has Language Learning Strategy Research Come to an End?
Chapter 3. Towards a Socio-Dynamic Perspective on Language Learning Strategy Research
PART II: Language Learning Strategy Research in English as a Foreign Language (EFL) Context
Chapter 4. Impact of Household Members on EFL Students’ Strategic Language Learning and Future Vision
Chapter 5: Impacts of Mainstream Schooling and ‘Shadow Education’ on EFL Students’ Strategic Language Learning and Development
PART III: Learning Strategy Research in a Study Abroad Context
Chapter 6. Social Interaction, Strategy Use and Future Vision on Pre-Sessional English Programmes
Chapter 7. Social Connectedness, Learning Strategy Use and Future Vision during Masters Programmes
Chapter 8. The Challenges of Writing a Masters Dissertation, Learning Strategy Use and Future Vision: Perspectives of International Students
Epilogue by Carol Griffiths
Sobre o autor
Anas Hajar is Associate Professor of Multilingual Education at Nazarbayev University, Kazakhstan. He is particularly interested in motivational issues in language learning and intercultural engagement and also works in the areas of internationalisation, education abroad, language learning strategies and shadow education. He is the author of International Students’ Challenges, Strategies and Future Vision (Multilingual Matters, 2019).
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