Possible Impact of Overseas Study on Language Ability and Motivation to Study English

The present study explored whether two semester overseas study programs had any impact on participants’ language ability and motivation to study English. The language ability, L2 learning motivation and learning attitude of 65 Japanese university students participating in semester-long study abroad programs were measured pre departure and on their return. TOEIC listening and reading tests were used to measure students’ linguistic gains, and possible changes to students’ L2 motivation and attitudes were measured using a survey created specifically for the purpose of this study. Statistical analysis implied a significant effect from the two overseas programs on TOEIC scores and motivation and attitude, with motivational intensity prior to departure being a significant predictor of TOEIC gains. The findings underscore the idiosyncratic nature of studying abroad, and will be of use in designing and implementing post-overseas study programs.

Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs

Participation in overseas programs has recently increased as an international strategy worldwide. However, Japan has been the exception, because the number of Japanese students studying abroad has decreased over the last decade. The Japanese government and universities began efforts to motivate Japanese students to gain international experience. However, efforts to measure the impact of overseas programs other than in English proficiency have been limited. This paper reports the benefits of three types of overseas short-term programs offered by Tottori University (TU) to support Japanese students in studying abroad through the Global Getaway Program (GGP), emphasizing practical training in developing countries. Data for this study were collected from students from 2006 to 2011 before the GGP and 2012 to 2016 after its implementation. Students were tested before and after participating in overseas short-term programs, and results were compared with those who did not participate. The questionnaire survey carried out revealed significant differences in all global competences skills between students who attended overseas programs and those that did not. In addition, after participating in the overseas program, students understood i, why English as a tool for communication will help them grow as internationally minded future leaders, ii, how foreign languages can lead to overseas practical skills, and iii, the importance of field practice as opposed to knowledge only acquired in the classroom. The achievement of this study increases the value of overseas training for the younger Japanese generation and their perception of developing advanced thinking abilities through practical education in developing countries.

Over-stressed, Overwhelmed, and Over Here: Resident Directors and the Challenges of Student Mental Health Abroad

This article presents a study that stemmed from the author's personal struggle to help several students abroad suffering from mental illness (endogenous depression, anxiety disorder, borderline personality, paranoia, anorexia). At the time, little research had been written on the role of the resident director in relation to the mental health challenges students may experience while on overseas programs. Therefore, this article attempts to state the nature of these issues, examine current research, and present actual cases of study abroad students with whom the author worked on a variety of mental health concerns (their names and some details have been changed to protect their privacy). The hope of this article is to begin a line of inquiry that will help other professionals in the field come to terms with one of the growing challenges resident directors face working with U.S. undergraduates overseas.

Situating NEWPIN in the context of parent education and support models

The nature and extent of parent education and support programs targeting parents with children under five is reviewed. Several evaluated Australian and overseas programs are described, and their role and effectiveness in the prevention of child abuse and neglect are examined. The principles and values that underpin such programs are discussed, and their common components outlined. The New Parent Infant Network (NEWPIN) is then situated in the broader framework of effective parent education and support programs operating in Australia.