English Spoken Here? To What Extent Are Transnational EFL Students Motivated to Speak English outside the Classroom?

Autor/in	Wallace, Thomas Morgan
Titel	English Spoken Here? To What Extent Are Transnational EFL Students Motivated to Speak English outside the Classroom?
Quelle	In: Journal of Further and Higher Education, 40 (2016) 2, S.227-246 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2014.938268
Schlagwörter	English (Second Language); Second Language Learning; Student Motivation; Learning Experience; Campuses; Native Language; Language Usage; Student Attitudes; Educational Strategies; International Education; Case Studies; Universities; Immersion Programs; Language of Instruction; College Students; Asians; Foreign Countries; Bilingual Teachers; Vietnamese People; English for Academic Purposes; Student Surveys; Focus Groups; Questionnaires; Interpersonal Communication; Language Proficiency; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulische Motivation; Lernerfahrung; Sprachgebrauch; Schülerverhalten; Lehrstrategie; Internationale Erziehung; Case study; Fallstudie; Case Study; University; Universität; Immersionsprogramm; Teaching language; Unterrichtssprache; Collegestudent; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Schülerbefragung; Fragebogen; Interpersonale Kommunikation; Language skill; Language skills; Sprachkompetenz; Australien
Abstract	This article examines the claim that a fully immersive English language learning experience can be ensured by universities engaged in transnational education through offshore campuses. Taking as a case study one South East Asian offshore campus of a Western university, the inquiry was designed to discover the extent to which students did, in reality, utilise their English language skills on campus outside the classroom. Drawing on the responses of 260 students, the findings suggest that, far from "full immersion", students tend to revert to their own language in most interactions, unless in the presence of a teacher. The article goes on to suggest a number of reasons for this and discusses the factors underlying both the students' reluctance and the failure of the institution's strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01