The aim of this study is to explore the factors which determine students’ motivation to study abroad and effective factors in choosing country. A survey was conducted to some international students at the European university of Lefke in Northern Cyprus. Hundred foreign students (non-Turkish students) at the European university of Lefke in Northern Cyprus were interviewed by applying convenience sampling and face to face method. The main findings of the research are as follows. The most important factors of studying abroad are “experiencing another student life in another country”, “experience another culture”, “future work possibilities”, and “personal experience” respectively. The most important factors of choosing country in studying abroad are “It was important with a low crime rate in the country”, “It was important with high education level in the country”, and “It was important with the culture in the country” respectively.

https://hrmars.com/papers_submitted/1863/Motivation_of_Students_Studying_Abroad_Case_of_Foreign_Students_in_European_University_of_Lefke_(Eul).pdf

Motivation of Students Studying Abroad: Case of Foreign Students in European University of Lefke (Eul)

In the present global society, face-to-face intercultural communication has become inescapable and English has played a prominent role as a tool for this communication. This study aims to: (1) investigate the role of face-to-face intercultural communication in enhancing learners' levels in English, and (2) identify the role of other elements on the participants' perceptions of face-to-face communication and language learning. Using a questionnaire, 288 Saudi EFL learners from University of Bisha, Al-Namas Campus participated in this study. The results showed that the students positively perceived the influential role of face-to-face intercultural communication in enhancing their English. This included motivating them to learn English, develop their speaking and listening skills, and build more vocabulary. Furthermore, they became more confident and less worried while communicating with others. They also showed respect and got more knowledge about others and their cultures. In addition, the results revealed that there were statistically significant and positive differences in the face-to-face intercultural communication scores for the variables of gender and university level. However, there were no statistically significant and positive differences in the face-to-face intercultural communication scores for the other variables of age, foreign friendship, using English, and visiting English-speaking countries. It is hoped that students should be sensitized to grasp every intercultural opportunity for developing their English.

Saudi EFL Learners' Perceptions of the Role of Face-to-Face Intercultural Communication in Enhancing Their English

This correlational survey study aimed to investigate whether the Turkish prep-class students’ foreign language classroom anxiety levels and foreign language achievement significantly differ in terms of such variables as their gender, their experience abroad, perceived level of income and any third language (other than Turkish and English) they knew. Moreover, the study also tried to identify whether the sub-dimensions of the foreign language classroom anxiety scale- speaking anxiety in language class, interest towards language class and anxiety of talking with native speaker- significantly differ in terms of the independent variables afore-mentioned. And the last aim of the study was to understand whether there is any significant correlation between the foreign language classroom anxiety and foreign language achievement. The participants of the study was consisted of 683 students who, having been registered to study at various engineering departments of Firat University, were receiving compulsory English preparatory education at the School of Foreign Languages during the academic year of 2013-2014. In order to measure the students’ foreign language classroom anxiety, the scale developed by Horwitz, Horwitz& Cope (1986) and adapted into Turkish by Gursu (2011) was used. The grades of the students were taken from the School of Foreign Languages. For data analysis, such statistical tests as percentage, frequency, t-test, ANOVA, eta-squared and Pearson’s Correlation were employed. As a result, it was understood that there is a negative correlation between foreign language classroom anxiety and foreign language achievement.

/pdf/examination-of-foreign-language-classroom-anxiety-and-48hdrg0bfo.pdf

Examination of Foreign Language Classroom Anxiety and Achievement in Foreign Language in Turkish University Students in Terms of Various Variables

This study targets students speaking English as a foreign language (EFL) and studying abroad in an Englishspeaking country and adopts interviews to explore whether and how their motivation to learn English reflects the effects of intercultural learning on foreign language learning. As such effects are found to be reflected in integrative motivation and instrumental motivation which function well in enabling students to learn English actively and effectively, the researcher concludes that these two types of motivation are essential to determining how and why intercultural learning has an effect on foreign language learning. While finding that the willingness to communicate and interact with native speakers commonly emerges among students studying abroad due to the impact of intercultural learning, she also concludes that it can be included as one of the components in motivation and play a role in promoting the effects of intercultural learning on foreign language learning.

/pdf/exploring-the-role-of-motivation-in-the-reflection-of-the-3q68ddueb5.pdf

Exploring the Role of Motivation in the Reflection of the Effects of Intercultural Learning on Foreign Language Learning

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Exploring the Role of Motivation in the Reflection of the Effects of Intercultural Learning on Foreign Language Learning