Study-abroad, Language Proficiency and Learner Beliefs about Language Learning

Abstract

This article reports an empirical study of a 15-week study-abroad program for Japanese university students, examining changes in the students’ beliefs about language learning (measured by means of a questionnaire) and in their English proficiency (measured by means of the TOEFL). The results showed statistically significant changes in the students’ beliefs relating to analytic language learning, experiential language learning and self-efficacy/confidence during the study-abroad period. Statistically significant gains in proficiency are also reported. However, Pearson product moment correlations between the students’ responses to the Belief Questionnaire and their TOEFL scores both before and after the study-abroad period were weak and generally statistically non-significant. The results are discussed in relation to study-abroad programs and also to the role of learner beliefs in second language learning.