Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience

<p>This study explored the effects of immersion training on the learner's affective behaviors such as motivation and attitude, anxiety, and self-confidence in foreign language acquisition at the Defense Language Institute Foreign Language Center. Much research has been conducted on the effectiveness of immersion programs, but no previous research examined a short-term simulated immersion training that is integrated into a language course curriculum. Furthermore, no prior research exists on the effects of immersion on affective factors among military linguists.</p> <p>This research method consisted of mixed quantitative and qualitative methods utilizing pretest score (DLAB), surveys, observations, and interviews. The study design was a two-group, quasi-experiment using a treatment and control group. A total of 42 participants took a pre- and a post-survey. DLAB and survey scores were analyzed using independent sample t-tests and ANCOVA using DLAB as a covariate. Interviews with 13 participants were conducted for an in-depth study of their affect during the immersion training experience.</p> <p>Statistical analyses indicated that the immersion training did not have a strong positive effect on students' affect in learning foreign language. Only one ANCOVA, integrative motivation, was statistically significant with the experimental group students demonstrating higher scores than control group students.</p> <p>Qualitative interview findings identified the emergent themes regarding students' beliefs about the impact of immersion training on foreign language learning language skills. These themes were: self-discovery and integrative motivation regarding motivation and attitudes; development of circumlocution strategy regarding anxiety; improved fluency regarding self-confidence; immersion as a life-like environment, a place for output, and a different context from the classroom.</p> <p>While this research assessed the benefits of short-term immersion to supplement classroom instruction, adaptation to traditional classrooms should be considered. More research on curriculum-based short-term immersion programs in higher education would expand the current data base in order to determine the affective impact of immersion and to identify curricular implications.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

International and Multicultural Education

Year dc:date.available

2013

Author dc:creator

• McNiel-Cho, Eunsook

Contributors dc:contributor

• Susan Katz
• Sedique Popal
• Robert Burns

• Affect
• Anxiety
• Foreign language education
• Immersion training
• Motivation
• Self-confidence
• Education

Repository record dc:identifier

https://repository.usfca.edu/diss/64

OAI identifier oai:identifier

oai:repository.usfca.edu:diss-1067