Study abroad: L2 self-efficacy and engagement in intercultural interactions

Abstract

Challenging boundaries is an inherent and prevalent theme in study abroad research. Understanding students’ engagement in intercultural interactions during study abroad has been one of the key issues in this field as these interactions hold considerable potential for facilitating SLA. This chapter examines links between students’ self-efficacy in using the L2, and their engagement in opportunities for intercultural interaction during study abroad. The empirical study involved 96 German ERASMUS students who were studying abroad in the UK and who completed English proficiency tests and comprehensive questionnaires at program entry and after the first term (three months) abroad. The statistical analysis shows that students’ self-efficacy in listening and speaking in English upon arrival in the UK was significantly associated with perceived differences in the quantity and quality of their intercultural interactions with host national students. The findings highlight the significance of students’ L2 self-conceptions in shaping patterns of social contact abroad and that even in the case of study abroad participants with extensive L2 learning histories, these conceptions may prevent students from engaging in social interactions and building relationships through the L2 when such opportunities arise. The chapter concludes with the most pertinent implications for study abroad research and practice.