Engineering engagement: Perceived L2 development and short‐term service learning abroad

Abstract

The current study compared perceived language gains between learners of different preprogram proficiencies, academic interests, and genders who participated in the same predeparture preparation and short‐stay service learning program abroad. L2 learners studying Spanish and computer science students participated in a semester‐long program to design two 1‐week technology summer camps for middle school students in the Dominican Republic, followed by a sojourn to the site where participants led all camp learning and social activities. Representative statements from the NCSSFL‐ACTFL Can‐Do Statements (2015) were used to measure students’ self‐assessed predeparture and postdeparture ability in the three modes of communication (interpersonal speaking, interpretive listening, and presentational speaking). Results demonstrated a statistically significant difference in self‐assessed language gain across the modes, with females and students with a higher predeparture proficiency reporting greater gains in perceived language development. Implications for instructional design and implementation of short‐term study abroad are discussed.

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