Effects of Study-Abroad Experiences on the Second Language and Cultural Awareness of Chinese EFL Learners

Abstract

This article explores how social interactions and culture affect Chinese EFL learners during study abroad (SA).The participants, native Chinese speakers learning English as a foreign language spent varying durations in English-speaking countries. A comparative analysis was conducted, differentiating between participants engaged in a two-semester SA and those in a two-academic-year SA, revealing nuanced variations in the findings. Surprisingly, these variations were more strongly associated with Willingness to Communicate (WTC) than the duration of the SA. Furthermore, examining the duration since participants’ return to China hinted individual differences in the perceived effects of their SA and subsequent acculturation. Notably, individuals who spent more time back in their home country after SA tended to develop a stronger sense of identification with their native culture. Intriguingly, these individuals also exhibited a heightened sensitivity to cultural shocks during their SA. The study also explored the correlation between cultural adaptability, strength of ethnic consciousness, and learners’ English proficiency, positing that this dynamic is unstable. The cultural and linguistic effects revealed by these findings provide valuable insights for learners contemplating studying abroad. Additionally, they bear significant pedagogical implications for EFL classroom teaching, both domestically and internationally.