Effects of Study‐Abroad Experiences on EFL Writers: A Multiple‐Data Analysis

By M. Sasaki. 2007

136 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c99e5bf329dcbdfb29ccbbca4a5aef1a146a55e9

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Citations in the corpus

Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? (2014, unknown): “Writing development as a result of instruction Studies that have examined second language writing development at university (e.g., Sasaki 2007, 2009, 2011; Shaw & Liu, 1998; Authors, 2009a) used a range of measures to gauge development, and the results seem to vary depending on the measures used.”
Reentry Issues Upon Returning From Study Abroad Programs (2011, background): “, Hadis, 2005) such as increased self-efficacy and selfconfidence (Milstein, 2005), personal growth (Ryan & Twibell, 2000), personality (Eby, 2005), appreciation and respect for cultural differences (Anderson, Lawton, Rexeisen, & Hubbard, 2006; Pence & Macgillivray, 2008), and second language master”
Language learning and study abroad (2018, background): “On the other hand, Sasaki (2004, 2007, 2009) found that SA did have a positive effect on participants’ writing, as compared to the writing of students AH.”
Exploring Students’ Perceptions of ESL Writing (2011, background): “As a result of believing that strategies are central for assisting ESL learners to enhance their writing abilities, a number of studies were conducted to explore writing strategies and their benefits (Cohen and Brooks-Carson, 2001; Casanave, 2002; Sasaki, 2007; Roca de Larios, Manchon, Murphy and Ma”
Language learner beliefs and study abroad: A study on English as a lingua franca (ELF) (2014, background): “…2003; Freed, 1990; Magnan, 1986), fluency (e.g., Segalowitz & Freed, 2004; Wood, 2007), reading and writing (e.g., Dewey, 2004; Kinginger, 2008; Sasaki, 2004, 2007), grammatical competence (e.g., DeKeyser, 1991; Howard, 2005) and the use of speech acts (e.g., Matsumura, 2001; Shardakova, 2005).”