The objective of this dissertation was to discover the program effects of long- and short-term study abroad for university students at a midwestern, public university. Affective outcomes, such as motivation, attitude and anxiety, were examined using Gardner's Attitudes and Motivational Test Battery (AMTB) survey and a student demographic questionnaire. Quantitative data from the student demographic survey reported that the typical foreign language student surveyed is female, between the ages of 18-22, a junior, a liberal arts major with non-native fluency in the target language. The typical study abroad program attended by this sample is: short-term (less than eight weeks), most often 5-6 weeks in duration, a language and culture program with 10-16 hours of instruction per week. Quantitative data from the AMTB survey reported that SA students had a higher motivation index than the non-SA participants. The attitude index did not show a statistical difference between the SA group and the non-SA group. Anxiety, however, was found to be significantly lower in the SA students when compared to that of their non-SA counterparts. These findings contribute to the field of foreign language education by offering empirical evidence that a short-term study abroad experience does make a difference in regards to student motivation and anxiety in foreign language learning.
","abstract_html":"<p>The objective of this dissertation was to discover the program effects of long- and short-term study abroad for university students at a midwestern, public university. Affective outcomes, such as motivation, attitude and anxiety, were examined using Gardner's Attitudes and Motivational Test Battery (AMTB) survey and a student demographic questionnaire. Quantitative data from the student demographic survey reported that the typical foreign language student surveyed is female, between the ages of 18-22, a junior, a liberal arts major with non-native fluency in the target language. The typical study abroad program attended by this sample is: short-term (less than eight weeks), most often 5-6 weeks in duration, a language and culture program with 10-16 hours of instruction per week. Quantitative data from the AMTB survey reported that SA students had a higher motivation index than the non-SA participants. The attitude index did not show a statistical difference between the SA group and the non-SA group. Anxiety, however, was found to be significantly lower in the SA students when compared to that of their non-SA counterparts. These findings contribute to the field of foreign language education by offering empirical evidence that a short-term study abroad experience does make a difference in regards to student motivation and anxiety in foreign language learning.</p>","abstract_has_math":false,"creators":["Morreale, Stefania Gabriella"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Marc H. Rosa","Sharon Elliott"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T05:58:49Z","subjects":["foreign language curriculum","foreign language learning","second language acquisition","study abroad","Curriculum and Instruction","Education","Other Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/219","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Marc H. Rosa","Sharon Elliott"]},{"key":"dc:creator","label":"Author","values":["Morreale, Stefania Gabriella"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-04-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["foreign language curriculum","foreign language learning","second language acquisition","study abroad","Curriculum and Instruction","Education","Other Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/219"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The objective of this dissertation was to discover the program effects of long- and short-term study abroad for university students at a midwestern, public university. Affective outcomes, such as motivation, attitude and anxiety, were examined using Gardner's Attitudes and Motivational Test Battery (AMTB) survey and a student demographic questionnaire. Quantitative data from the student demographic survey reported that the typical foreign language student surveyed is female, between the ages of 18-22, a junior, a liberal arts major with non-native fluency in the target language. The typical study abroad program attended by this sample is: short-term (less than eight weeks), most often 5-6 weeks in duration, a language and culture program with 10-16 hours of instruction per week. Quantitative data from the AMTB survey reported that SA students had a higher motivation index than the non-SA participants. The attitude index did not show a statistical difference between the SA group and the non-SA group. Anxiety, however, was found to be significantly lower in the SA students when compared to that of their non-SA counterparts. These findings contribute to the field of foreign language education by offering empirical evidence that a short-term study abroad experience does make a difference in regards to student motivation and anxiety in foreign language learning.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language"]}]}],"canonical_facts":{"dc:contributor":["Marc H. Rosa","Sharon Elliott"],"dc:creator":["Morreale, Stefania Gabriella"],"dc:date.available":["2011-04-18T07:00:00Z"],"dc:description.abstract":["The objective of this dissertation was to discover the program effects of long- and short-term study abroad for university students at a midwestern, public university. Affective outcomes, such as motivation, attitude and anxiety, were examined using Gardner's Attitudes and Motivational Test Battery (AMTB) survey and a student demographic questionnaire. Quantitative data from the student demographic survey reported that the typical foreign language student surveyed is female, between the ages of 18-22, a junior, a liberal arts major with non-native fluency in the target language. The typical study abroad program attended by this sample is: short-term (less than eight weeks), most often 5-6 weeks in duration, a language and culture program with 10-16 hours of instruction per week. Quantitative data from the AMTB survey reported that SA students had a higher motivation index than the non-SA participants. The attitude index did not show a statistical difference between the SA group and the non-SA group. Anxiety, however, was found to be significantly lower in the SA students when compared to that of their non-SA counterparts. These findings contribute to the field of foreign language education by offering empirical evidence that a short-term study abroad experience does make a difference in regards to student motivation and anxiety in foreign language learning.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/219"],"dc:subject":["foreign language curriculum","foreign language learning","second language acquisition","study abroad","Curriculum and Instruction","Education","Other Teacher Education and Professional Development"],"dc:title":["The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:58:49Z"}