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Examining the Role of Learning Context and Individual Differences in Gains in L2 Writing Performance: The Case of Teenagers on an Intensive Study-Abroad Programme
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Llanes, Àngels; Tragant, Elsa; Serrano, Raquel – Language Learning Journal, 2018
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…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Study Abroad
The Effectiveness of Classroom Instruction "At Home" versus Study Abroad for Learners of English as a Foreign Language Attending Primary School, Secondary School and University
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Llanes, Àngels; Serrano, Raquel – Language Learning Journal, 2017
Given the growing importance of English as a lingua franca, this study examines which context (classroom instruction in the students' home country vs. studying abroad in an English-speaking country) better facilitates the acquisition of English by learners of different ages: children, adolescents and adults. Participants (N = 197) completed…
Descriptors: English (Second Language), Second Language Instruction, Oral Language, Written Language
Summer English Courses Abroad versus "at Home"
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Serrano, Raquel; Tragant, Elsa; Llanes, Àngels – ELT Journal, 2014
The purpose of this study is to examine two L2 learning contexts (study abroad versus EFL intensive instruction at home) in terms of language development and learners' characteristics (including students' initial predisposition to learn English and their experience in the programme they enrolled in). Two groups of teenagers were considered: one…
Descriptors: Summer Programs, English (Second Language), Second Language Learning, Second Language Instruction
The Influence of Learning Context and Age on the Use of L2 Communication Strategies
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Montero, Lidia; Serrano, Raquel; Llanes, Àngels – Language Learning Journal, 2017
This study examines the effects of foreign language learning context (three-month study-abroad; versus "at-home" instruction) and age (10-11-year-old children versus university students) on the development of effective foreign language communication strategies (CS) in monologue production. Participants (N = 95) were all Spanish/Catalan…
Descriptors: Second Language Learning, Educational Environment, Study Abroad, Teaching Methods
A Longitudinal Analysis of the Effects of One Year Abroad
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Serrano, Raquel; Tragant, Elsa; Llanes, Angels – Canadian Modern Language Review, 2012
The purpose of this study is to analyze the progress of 14 Spanish-speaking learners of English during a period abroad from a longitudinal perspective. Oral and written data were collected three times during an academic year at a British university. These samples were analyzed in terms of fluency, syntactic complexity, lexical richness, and…
Descriptors: Oral Language, Longitudinal Studies, Foreign Countries, Study Abroad
Analyzing the Effect of Context of Second Language Learning: Domestic Intensive and Semi-Intensive Courses vs. Study Abroad in Europe
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Serrano, Raquel; Llanes, Angels; Tragant, Elsa – System: An International Journal of Educational Technology and Applied Linguistics, 2011
This study examines the second language (L2) written and oral performance of three groups of Spanish-speaking university students after being exposed to English in different contexts. One group of learners was spending some time abroad (Erasmus students in the UK), and two groups were following classroom instruction in two different types of…
Descriptors: Foreign Countries, Second Language Learning, Program Effectiveness, Study Abroad
The Role of Individual Differences in a Study Abroad Experience: The Case of Erasmus Students
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Llanes, Angels; Tragant, Elsa; Serrano, Raquel – International Journal of Multilingualism, 2012
This study examines the extent to which a study abroad (SA) experience has an effect on the L2 written and oral performance of a group of Spanish undergraduates, studying English as a second language (L2) in a university in the UK. This article also examines the role that individual differences, such as the participants' motivation, attitudes,…
Descriptors: Individual Differences, Program Effectiveness, Study Abroad, Learning Experience