The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context

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The motivational dimension of language teaching (2017, background): “…to be reciprocal, and offers a reason for educators to promote intercultural contact as a means of improving L2 learner motivation, whether directly through short-term study abroad projects (e.g. Hernandez 2010; Reynolds-Case 2013) or through computer-mediated communication (see Section 4.1).”
Language learning and study abroad (2018, methodology): “A simulated OPI— an alternate method with similar issues—involves the use of prompts either recorded or written in a booklet to elicit speech samples similar to those elicited through the OPI (Vande Berg et al. 2009; Hernández 2010).”
Japanese Language Proficiency, Social Networking, and Language Use during Study Abroad: Learners' Perspectives (2012, background): “The assumption that interaction in the target language promotes acquisition undergirds a vast field of research that has investigated the relationship between language use and proficiency development (Badstübner & Ecke, 2009; Day, 1985; Freed, 1990; Hernández, 2010; Mendelson, 2004; Seliger, 1977; Y”