An EFL Instructor’s Study and Teach Abroad Experiences and Complementary Views from Learners
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Abstract
The present qualitative case study aimed to explore the influences of an EFL instructor’s study and teach abroad experiences on her classroom implementations. It additionally investigated her students’ responses to the reflections of her study and teach abroad in the classroom. The findings revealed that these experiences contributed to the instructor’s both personal development and professional learning and further had impacts on her teaching practices. An in-depth analysis of multiple data tools; a semi-structured, individual interview with the instructor, her journal entries, and an open-ended questionnaire from 43 language learners, informed that study and teach abroad experiences contributed to the instructor’s world knowledge and intellectual growth through her teaching and other academic endeavors at an abroad university. It was also found that the learners appreciated the instructor’s explicitly referring to her international contacts as a means of providing authentic input, enriching the lesson content, fostering engagement in the class, and raising learners’ intercultural awareness. This study suggests developing teacher interculturality via study and teach abroad programs should be encouraged to better address intercultural topics in the language class. The process of preparing intercultural language teachers could be aided by teacher study and/or teach abroad programs.
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