山形大学人文学部研究年報

第 7 号 (2010. 3 ) 23−36

How does a short term study abroad influence language
learning strategies?
- The case of the Intercultural Communication Programat Yamagata University Mitsuhiro MORITA
1. Introduction
A study abroad is one of the best ways to learn a foreign language. As Azuie andWinke (2009) have pointed out, [s]tudying abroad offers a different level and type of
language input, opportunities for interaction, and exposure to the target language (p.
366). Much research has been done on exploring the relationship between the studying
abroad experience and learner’s development of language proficiency (cf. DeKyser,
2007). However, there has been little research on investigating how studying abroad, especially for a short time, changes learners’ language learning strategies (LLS).
It is important to examine the effect of a short term study abroad on LLS for two reasons. First, many universities in Japan have study abroad programs for as long as a year
or more and for as short as a week. It appears that short stays are more popular amongst
universities because they can take a lot more students compared with long term study
abroad which usually requires high language proficiency and stricter visa requirements.
It is essential for language teachers to know what benefits the participants can obtainthrough a short term study abroad.
Secondly, a lot of language teachers are now aware of the importance of LLS as theyknow that classroom instruction alone is not sufficient for a language learner to achieve
high proficiency in a target language, especially in a foreign language learning environment such as Japan. It is necessary for foreign language learners to be autonomous,
which means taking responsibility for their own learning goals (Benson, 2001). If language learners are submerged in an environment surrounded by a target language andculture even for a short term, it is to be expected that they will change their LLS. It is important to know how the participants change their LLS through short term study― 23 ―

How does a short term study abroad influence language learning strategies?

MORITAabroad.
In the context of these important areas, the present study seeks to examine thechange in LLS experienced by participants in a short term study abroad. The participants in this study showcase how a short term study abroad affects LLS.

2. Language Learning Strategies
Language learning strategies (LLS) are defined as being a specific plan, action, behavior, step, or technique that individual learners use, with some degree of consciousness, to improve their progress in developing skills in a second or foreign language (Oxford and Schramm, 2007: 47-48). The reason why LLS has gained such attention is
because much research has revealed that language learning success is heavily dependent
upon how a language learner utilizes LLS under given learning conditions. More specifically, the more proficient learners become, the more strategies they employ (Green andOxford, 1995; Hong-Nam and Leavell, 2006; Oxford and Ehrman, 1995).
Oxford (1990) classified language learning strategies into two: direct strategies andindirect strategies. Further, both direct and indirect strategies are classified into smaller
strategies (types of strategies) as Figure 1 shows. Direct strategies include memory,
cognitive, and compensation strategies. Memory strategies are used for helping store andretrieve information by mental linkages, for applying images and sounds, for reviewing,
and for employing actions. Cognitive strategies are used for manipulating and changing
the target language by practicing, for receiving and sending information, for analyzing,for reasoning, and for creating input and output structures. Compensation strategies areused for covering a lack of knowledge by guessing during listening and reading and forovercoming limitations in writing and speaking.
Indirectstrategies

includemetacognitive,

affective,andsocialstrategies.

Metacognitive strategies include centering, arranging, planning, and evaluating ourlearning strategies in order to modify own learning process. Affective strategies include
lowering anxiety, encouraging oneself, and taking our emotional temperature in order tocontrol emotional factors. Social strategies include asking questions, cooperating withothers, and empathizing with others in order to have smooth communication.

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山形大学人文学部研究年報

第 7 号 (2010. 3 ) 23−36

Ⅰ. Memory strategies
Direct strategies

Ⅱ. Cognitive strategies
Ⅲ. Compensation strategies

Language learning strategies
Ⅰ. Metacognitive strategies
Indirect strategies

Ⅱ. Affective strategies
Ⅲ. Social strategies

Figure 1. Classifications of Language Learning Strategies (Oxford, 1990)

3. Influence of Short Term Study Abroad on LLS
There are a few studies on how a short term study abroad affects language learning
strategies used by Japanese learners of English. Takeda (1998) investigated how learning motivation and learning strategies changed after a three and half month overseas
study program. The results showed that there was no change in the use of memory
strategies but the participants used cognitive, metacognitive, and social strategies more
after the program than before. Additionally, he divided the participants into two groups
based on a listening test and reported that the lower scoring group used memory strategies more often than the higher scoring group. It was concluded that a short term study
program positively affected language learning strategies.
Kimura (2007) examined how language learning strategies changed after a three
week study abroad program in New Zealand. Strategy Inventory Language Learning(SILL) developed by Oxford (1990) was used. The results showed that those who participated in the program used more language strategies than those who did not.
Moreover, the strategies used by the learners who joined the program were kept andused one month after they came back to Japan, which means that those strategies were
not just used temporarily but had a lasting effect. Another finding was that the participants favored compensation strategies rather than memory or affective strategies. This
study, however, did not conduct a statistical analysis as to which strategy types were
employed more post- rather than pre-program.
These previous studies have shown that a short term study abroad experience has apositive affect on language learning strategies in terms of variety of strategies and thelength of their effect. Because there are not many studies on the influence of short termstaying abroad on language learning strategies, it is beneficial to accumulate studies of― 25 ―

How does a short term study abroad influence language learning strategies?

MORITA

a similar nature, especially with a shorter period such as two weeks. More importantly,
it is important to know which types of strategies can be developed through a short term
study abroad program.

4. Purpose of Study
The purposes of this study are to examine the following two questions;

1 ) How does a two week study abroad program affect the use of language learning
strategies?
2 ) Which types of strategies did the learners use more after participating in the program?

5. The Intercultural Communication Program
The International Communication Program (ICP) was held in Cairns, Australia fromthe 5th to the 21st of September, 2008. A detailed itinerary is shown in Table 1. The participants had English classes from 9:00 to 15:00 almost every day at an English conversation school and stayed with their host families after school. There was only one

Table 1. Detailed Itinerary for ICP
Day

Event

Day 0

Leaving Yamagata for Cairns

Day 1

Arriving at Cairns and meeting with host family

Day 2Free day with host family

Day 3Morning: Orientation and English lesson

Day 4

Activity on Green Island

Day 5

English lessons

Day 6

English lessons

Day 7

English lessons and activity at Cairns Tropical Zoo

Day 8Free day with host family

Day 9Free day with host family

Day 10English lessons

Day 11

Activity at Kuranda

Day 12English lessons

Day 13English lessons

Day 14

English lesson and farewell lunch

Day 15

Free day with host family

Day 16

Leaving Cairns for Yamagata― 26 ―

山形大学人文学部研究年報

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Japanese learner of English staying with each host family.
There were 18 students participating in the ICP. One of them was male; the others
were female. Eight of them were 1st year students, 7 were 2nd year students and 3 were
3rd year students. One of them majored in engineering and the others belonged to the
Faculty of Literature and Social Sciences, all from Yamagata University.

6. Materials and Data Collection
In order to see how the participants’ language learning strategies changed after the
ICP, the Japanese version of Strategy Inventory Language Learning (SILL) by Oxford(1990; translated by Shishido and Ban, 1994) was used. SILL was developed based on
the LLS classification described in section 2. There are 50 questions in SILL (SeeAppendix for all the questions used). For direct strategies, there are 9 questions related
to memory strategies, 14 questions related to cognitive strategies and 6 questions related to compensation strategies. For indirect questions, there are 9 questions related tometacognitive strategies, 6 questions related to affective strategies, and 6 questions related to social strategies.
The participants were asked to answer each question on a 5 point scale: 1 for ‘neveror almost never true for me’, 2 for ‘usually not true for me’, 3 for ‘somewhat true forme’, 4 for ‘usually true for me’, and 5 for ‘always or almost always true for me’. The
higher a question’s average, the more likely the strategy was used by the participants.
The participants were asked to answer the questionnaire twice. The first session washeld on the day of departure. The second was held on the final day in Australia. There
was no time limit. In each session, it was announced that there were no right or wrong
answers and the questionnaire would not influence grades.

7. Results and Discussion
7.1 Overall Use of Strategies
Figure 2 (also see Table 2) shows the change in average points for all strategies before and after the ICP. In order to compare the overall use of the strategies, a paired t-test
was conducted. The result was significant (t(17) = -1.95, p=0.68) and indicates that
more strategies were used after the ICP than before. It is clear from the results that the
ICP had a positive effect on the participants’ use of language learning strategies.

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MORITA

Figure 2. Change of Average Points for LLS before and after ICP
7.2 Each Group of Strategies
Table 2 and Figure 3 show the changes in average points for 6 types of strategies between the two time periods. Four out of 6 types of strategies showed significant differences between the two time periods: memory, cognitive, affective and social strategies.
These 4 types of strategies were used more after the ICP than before it. The following
sections will discuss each group of strategies.

Figure 3. Change in Average Points for Strategy Types before and after ICP― 28 ―

山形大学人文学部研究年報

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Table 2. Descriptive Statistics and Results of t-tests for by Strategy Types
Type

Before ICP

After ICP

Memory

2.80

0.51

3.63

0.55

AfterBefore
0.83**

Cognitive

3.09

0.54

3.25

0.56

0.16**

Strategies

AverageSD

AverageSDt value
−4.51
−4.25

Compensation

3.29

0.60

3.28

0.60

−0.01

0.09

Metacognitive

3.31

0.57

3.19

0.79

−0.12

0.35

Affective

2.93

0.50

3.35

0.53

0.42**−2.59

Social

3.08

0.81

3.53

0.57

0.45*

−1.78

Total

3.08

0.54

3.37

0.43

0.29†

−1.95

n=18
† < 0.1, *p < .05, **p < .01.

7.3.1 Memory Strategies
Memory strategies show the most significant differences before and after the ICP. In
the ICP, the participants encountered thousands of new words and realized that a lack ofvocabulary and expressions made it hard for them to communicate with native English
speakers especially in situations where they lived with native English family members.
This realization might have made the participants use more memory strategies and findthose strategies to be more important than before the ICP.

7.2.2 Cognitive Strategies
Cognitive strategies show significant differences before and after the ICP. These kindsof strategies seem most familiar for participants who have learned English in a classroom situation because cognitive strategies are mostly found in classroom tasks. The
participants had English classes during the ICP, which were different from the English
classes conducted in Japan. One of the major differences was that the classes in ICP werestudent-centered while the classes in Japan were mostly teacher-centered. The participants might have needed to adjust their learning styles to the student-centered classes,
which might make the participants use some of the cognitive strategies they had notused previously in Japan.

7.3.3 Compensation Strategies
While compensation strategies do not show a significant difference before and after― 29 ―

How does a short term study abroad influence language learning strategies?

MORITAthe ICP, these kinds of strategies displayed a high average score even before the ICP.
Most participants knew that they had some difficulties in English communication andhad to formulate a strategy to resolve them. For example, they needed to use gestures orparaphrase when they could not say what they wanted to express. With the same highaverage score after the ICP, it is clear that the participants continued using the compensation strategies.

7.3.4 Metacognitive Strategies
Metacognitive strategies also did not show a significant difference before and after the
ICP. As with compensation strategies, metacognitive strategies displayed a relatively
high average points total even before the ICP. These kinds of strategy are essentially related to the mental and physical organization of the learning environment. The results
indicate that the participants continued to feel it beneficial to monitor and plan their language learning before and after the ICP.

7.3.5 Affective Strategies
Affective strategies show a significant difference before and after ICP participation. It
is widely known that affective factors such as anxiety or nervousness are deeply related
to language learning (cf. affective filter hypothesis by Krashen, 1985). It is assumed that
the ICP gave the participants more confidence in their abilities to communicate with native English speakers. One of the reasons was because the native speakers involved in
the ICP were accustomed to communicating with non-native speakers without giving
them too much pressure to produce language. Once the participants were confident intheir ability to communicate with native speakers in English, it must have been easierfor them to control their anxiety or nervousness. In short, increased confidence provided
the participants with opportunities to examine, and realize the importance of controlling,
their anxiety or nervousness.

7.3.6 Social Strategies
Social strategies show a significant difference before and after the ICP. As previously
defined, social strategies are used in learning English through interacting with others.
There is no doubt that the participants experienced various social situations where theyneeded to interact with others and which led them to use these types of strategies.

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More importantly, the participants did not use social strategies often before the ICP. One
reason for this was the dearth of opportunities to interact with native English speakers
in English in a foreign language environment. However, in the ICP, they had to interact
with native speakers without expecting any help from other Japanese participants because the ICP arranged there would be only one Japanese learner of English per hostfamily. Through communicating with native English speakers by themselves, it can besaid the participants were given opportunities to use social strategies and realize theirimportance.

8. Conclusions
One interesting contribution of this study is the finding that even a study abroad program of just two weeks can produce significant changes in LLS. The participants used
more language learning strategies after than before the ICP. The detailed analysis showsthat 4 out of 6 types of language learning strategies were used more after the ICP than
before it: memory, cognitive, affective and social strategies. The results also show thatthe other two types of strategies, compensation and metacognitive, were used widely
both before and after the ICP. Therefore, it can be concluded that even a short study
abroad program provides opportunities for Japanese learners of English to make use oflanguage learning strategies.
The present study also has a number of limitations. One of them is that it employed
quantitative measures of SILL that did not include any questionnaires investigating
how the participants changed their use of SILL. Nor does this study include any followup sessions. The follow-up sessions can be done a couple months after coming back toJapan in order to ascertain whether the participants employed SILL temporarily or not.
Finally, this study lacks a control group that had studied the target language in an athome context.
There are some educational implications. The findings confirm the benefits of study
abroad programs, even if as short as two weeks long, at the university level. From an
educational point of view, it seems important to prepare language learners appropriately
for the study abroad program. This preparation should include not only language knowledge but also language learning strategies. That is to say, the participants should be
more aware of the need for language learning strategies beforehand. This may make theshort study abroad program more fruitful for the participants.

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References
Amuzie, G. L., & Winke, P. (2009). Changes in language learning beliefs as a result ofstudy abroad. System, 37(3), 366-379
Benson, P. (2001) Teaching and Researching Autonomy in Language Learning. London:
LongmanDeKeyser, R. (2007). Study abroad as foreign language practice. In R. DeKeyser (ed.),Practicing in a second language: Perspectives from applied linguistics and cognitive psychology. New York: Cambridge University Press, 208-226
Green, J. & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, andgender. TESOL Quarterly, 29(2), 261-297
Hong-Nam, K. & Leavell, A. G. (2006). Language learning strategy use of ESL students
in an intensive English learning context. System, 34(3), 399-415
Kimura, K. (2007). Eigo ken taizai ga eigo gakushu sutorateji ni oyobosu eikyo [TheInfluence of Staying Abroad on Learning Strategies: Do Short-Stay Programs in
English Speaking Countries Affect Students’ Language Learning Strategy Use]?
Bulletin of policy and management, Shobi-Gakuen University, 13, 1-12
Krashen, S. D. (1985). The input hypothesis: Issues and implication. London. Longman.
Oxford, R. L. & Schramm, K. (2008). Bridging the gap between psychological andsociocultural perspectives on L2 leaner strategies. In A. D. Cohen and E. Macaro (eds.)
Language learner strategies. Oxford: Oxford University Press, 47-68
Oxford, R. L. and Ehrman, M. (1995). Adult’s language learning strategies in an intensive
foreign language program in the United States. System, 23(3), 359-386
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinleand Heinle, Boston. MA. [Translated by Shishido, M. & Ban, N. (1994) Gengo Gakushu
no Sutorateji. Tokyo : Bonjin-sha]
Takeda, A. (1998). Kaigai eigo kenshu ni okeru gakushu doki to gakushu sutorateji nikansuru iti kousatsu [A study of learning motivation and learning strategies in theoverseas English training program]. The Bulletin of Mukogawa Women’s University, 46,
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Appendix
Part A
1. I think of relationships between what I already know and new things I learn inEnglish.
2. I use new English words in a sentence so I can remember them.
3. I connect the sound of a new English word and an image or picture of the word to
help me remember the word.
4. I remember a new English word by making a mental picture of a situation in which
the word might be used.
5. I use rhymes to remember new English words.
6. I use flashcards to remember new English words.
7. I physically act out new English words.
8. I review English lessons often.
9. I remember new English words or phrases by remembering their location on the page,on the board, or on a street sign.

Part B
10. I say or write new English words several times.
11. I try to talk like native English speakers.
12. I practice the sounds of English.
13. I use the English words I know in different ways.
14. I start conversations in English.
15. I watch English language TV shows or go to movies spoken in English.
16. I read for pleasure in English.
17. I write notes, messages, letters, or reports in English.
18. I first skim an English passage (read it quickly) then go back and read carefully.
19. I look for words in my own language that are similar to new words in English.
20. I try to find patterns in English.
21. I find the meaning of an English word by dividing it into parts that I understand.
22. I try not to translate word-for-word.
23. I make summaries of information that I hear or read in English.

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How does a short term study abroad influence language learning strategies?

MORITAPart C
24. To understand unfamiliar English words, I make guesses.
25. When I can’t think of a word during a conversation in English, I use gestures.
26. I make up new words if I do not know the right ones in English.
27. I read English without looking up every new word.
28. I try to guess what the other person will say next in English.
29. If I can’t think of an English word, I use a word or phrase that means the same thing.

Part D
30. I try to find as many ways as I can to use my English.
31. I notice my English mistakes and use that information to help me do better.
32. I pay attention when someone is speaking English.
33. I try to find out how to be a better learner of English.
34. I plan my schedule so I will have enough time to study English.
35. I look for people I can talk to in English.
36. I look for opportunities to read as much as possible in English.
37. I have clear goals for improving my English skills.
38. I think about my progress in learning English.

Part E
39. I try to relax whenever I feel afraid of using English.
40. I encourage myself to speak English even when I am afraid of making a mistake.
41. I give myself a reward or treat when I do well in English.
42. I notice if I am tense or nervous when I am studying or using English.
43. I write down my feelings in a language learning diary.
44. I talk to someone else about how I feel when I am learning English.

Part F
45. If I do not understand something in English, I ask the other person to slow down or
to say it again.
46. I ask English speakers to correct me when I talk.
47. I practice English with other students.
48. I ask for help from English speakers.

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49. I ask questions in English.
50. I try to learn about the culture of English speakers.

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MORITA

短期海外研修は言語学習方略にどのような影響を及ぼすか
山形大学における異文化間コミュニケーション実習の事例
森

田

光

宏

本研究の目的は､ 短期語学研修が学習者の言語学習方略をどのように変化させるのかを明らかにすることである｡ 日本国内の多くの大学が短期海外研修を実施しているが､ これらの研修が言語学習者にどのような影響を与えているのかに関する研究はそれほど多くはない｡ 本研究では､ 山形大学人文学部において開講された異文化間コミュニケーション実習に参加した学習者が､ オーストラリアのケアンズで 2 週間過ごす前と後で､ どのように言語学習方略を変化させたのかを調査した｡ 結果として､ 参加した学習者は､ 研修前よりも後の方がより多くの言語学習方略を使用していることが分かった｡ 具体的には､ 記憶・認知・情意・社会の４つの言語学習方略が研修前より､ 研修後により多く使われた｡ 研修前後で変化の見られなかった補償とメタ認知の２つの学習方略に関しては､ 研修前から多く用いられていることも分かった｡ こ
れらの結果から､ 2 週間という短い期間の海外研修であっても､ 日本人英語学習者による言語学習方略の使用を推進することが分かった｡― 36 ―