This thesis presents a qualitative and quantitative analysis of the 2006 Arabic study abroad in Amman, Jordan. This analysis aims to help organizers and participants of similar future programs to maximize language gain. The students' pre- and post-program language competencies in reading, speaking, listening, and writing are measured and compared. The students' daily journals during the period of the program are also analyzed. The quantitative analysis shows that statistically significant improvement has occurred in all four language skills. The qualitative analysis suggests that keeping a steady journal, setting daily or weekly language goals, doing volunteer work, having clear and reasonable language learning expectations, understanding the need to get out of one's comfort zone, and being aware of the resources available are the best factors that positively affected the students' language gain. Frustration in terms of not having enough opportunities to practice the language negatively affected the students' language gain.

This thesis study investigates gains in the speaking of China study abroad (SA) students from Brigham Young University. Pre-and post-program Simulated Oral Proficiency Interview (SOPI) tasks were used to generate multiple fluency measures, such as native judges' subjective fluency ratings, word count, number of unique words, number of filler words, mean pause length, tonal accuracy, etc. The study results display significant differences between pre- and post-tests for all fluency measures. In other words, China SA students were perceived to be more fluent in their speech by native judges after SA; their speech samples show more word (token and type) production, and shorter pauses in post-SOPI tasks than in pre-SOPI tasks. Participants used more filler words and had more unfilled pauses in post-measures than in pre-measures and they enhanced their tonal accuracy during the SA. Native judges' perception of task completion was also measured and the students were more capable of completing speech tasks in the post-program measures than in the pre-program measures. The OPI ratings indicate that some students made as much as two sub levels' improvement on the American Council on the Teaching of Foreign Languages (ACTFL) scale.

No description available.