Speaker
Description
This presentation explores a three-tier approach to preparing students for communication during study abroad, moving from low-stakes daily conversation to mid-level cultural discussion and high-stakes debate. Through reflecting on how the approach worked in practice and sharing activities that were effective at each level, this presentation highlights the value of gradually building students’ confidence and communication skills from low-stakes interaction to more challenging discussion.
Abstract section 4: Outcomes/results
Results indicate strong gains in low-stakes communication confidence. Most students reported feeling more prepared for everyday interactions such as initiating conversations and sustaining small talk. Reflective journals also showed that cultural explanation tasks were engaging and prompted deeper awareness of how to present Japanese culture to international audiences. Progress in higher-stakes discussion was more limited, partly due to time constraints and the perceived sensitivity of some discussion topics. Overall, the findings suggest that scaffolded communication practice can effectively build confidence for study abroad, while careful pacing and topic selection are important for supporting participation in more complex discussions.
Abstract section 1: Relevance
Pre-departure preparation is widely recognized as important for maximizing the benefits of study abroad. Research shows that structured training can improve students’ confidence, intercultural competence, and engagement abroad (Kosman et al., 2023; Cutting et al., 2022). Recent work also highlights the value of intentional intercultural interventions beyond traditional program structures (Jin et al., 2024). However, less attention has been given to how communicative demands can be scaffolded in pre-departure language courses. This presentation evaluates a tiered communication framework designed to prepare students for different interactional situations abroad.
Abstract section 5: References
Cutting, M., Goda, Y., & Suzuki, K. (2022). Evaluation of pre-departure training for study abroad by adapting Kirkpatrick’s model. International Journal for Educational Media and Technology, 16(1), 27–37. https://ijemt.org/index.php/journal/article/view/272
Jin, L., Jaiswal, A., Jones, D. C., Sapkota, M., McClure, S. N., & Stahl, A. (2024). Enhancing intercultural learning in study abroad through an online curriculum in group-mentored intervention. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(1), 350–383. https://doi.org/10.36366/frontiers.v36i1.811
Kosman, B., Castro De Jong, D., Knight-Agarwal, C., Chipchase, L., & Etxebarria, N. (2023). Study abroad: Exploring the pre-departure preparation provided to students, staff and host communities. International Journal of Work-Integrated Learning, 24(4), 447–489. https://files.eric.ed.gov/fulltext/EJ1408851.pdf
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user’s guide. Palgrave Macmillan.
Abstract section 2: Contribution/research questions
This presentation evaluates a tiered communication framework designed to prepare students for different interactional demands during study abroad. The study investigates three research questions: (1) How does a tiered communication approach influence students’ perceived confidence in communicative situations they may encounter abroad? (2) How do students experience and reflect on different communication tiers within the course? (3) What insights can be drawn for improving the design and pacing of pre-departure communication training?
Abstract section 3: Content/method
The study was conducted in a fourteen-week English course for 37 Japanese economics majors preparing for study abroad. The curriculum was structured around three communication tiers: low-stakes conversation, mid-stakes cultural explanation tasks, and higher-stakes opinion discussion. Data were collected through four guided reflective journals and an end-of-course mixed-methods survey including Likert-scale and open-ended questions. Quantitative and qualitative data were analyzed to evaluate students’ perceived confidence, learning experiences, and readiness for communicative situations abroad.
| Title | Evaluating a Tiered Communication Approach to Study Abroad P |
|---|---|
| Teaching Context | College and university education |