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2018

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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/164745

Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program

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https://doi.org/10.1080/09571736.2015.1020332

Abstract

The present study examines the effects that a 3-week study-abroad (SA) experience and a set of individual differences have on the foreign language (FL) development of a group of 64 Catalan/Spanish speakers, learners of English as an FL. Moreover, the present study attempts to account for the outcome differences between successful and less successful FL learners. Results suggest that short SA experiences are beneficial for the FL development, that certain individual differences such as motivation and FL use in free time (among others) play a role, and that the successful and less successful learners' SA experience differed in several aspects that could explain the differences in their outcome.

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Ensenyament de llengües, Adquisició d'una segona llengua

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Language teaching, Second language acquisition

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Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

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LLANES BARÓ, Àngels, TRAGANT MESTRES, Elsa and SERRANO SERRANO, Raquel. Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program. The Language Learning Journal. 2018. Vol. 46, num. 2, pags. 201-216. ISSN 0957-1736. [consulted: 7 of June of 2026]. Available at: https://hdl.handle.net/2445/164745

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