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Learning Outcomes of Study-Abroad Programs: A Meta-Analysis

机译：海外学习计划的学习成果：荟萃分析

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The increasing number of participants in study-abroad programs coupled with conflicting evidence about learning from these experiences motivated this study. I meta-analyzed 72 study-abroad investigations (N = 7,820) reporting on three learning areas: cognitive or language acquisition, affective or multicultural attitudes, and behavioral or intercultural adaptation. Meta-analytic results ranged from large (cognitive delta = 0.975) to mid-(attitude, delta = 0.457; behavioral, delta = 0.649) effect sizes with no 95% confidence intervals including zero values. To contrast learning abroad to efforts at home, I conducted a second meta-analysis (19 studies, N = 3,740) on similar affective and behavioral outcomes in at-home instruction. I also benchmarked against an existing meta-analysis on language acquisition (Plonsky, 2011). I found that outcomes from studying abroad surpass what Plonsky reports for cognitive learning at home (delta = 0.55) and what the meta-analysis for at-home instruction shows for affective (delta = 0.253) and behavioral (delta = 0.532) learning. I also found that two features of study-abroad programs-type of immersion and program content-moderate the effectiveness of studying abroad. In the Discussion section, I interpret findings in light of the current stream of research and provide recommendations for future study-abroad experiences.
机译：出国留学计划参与者的数量不断增加，加上关于从这些经验中学习的证据相互矛盾，这促使了这项研究的开展。我荟萃分析了72个国外学习调查（N = 7,820），这些调查报告了三个学习领域：认知或语言习得，情感或多元文化态度以及行为或跨文化适应。荟萃分析的结果范围从大（认知变化量= 0.975）到中等（态度变化量= 0.457；行为变化量= 0.649）效果大小，没有95％的置信区间，包括零值。为了对比国外学习与在家学习的差异，我对在家中教学中类似的情感和行为结果进行了第二次荟萃分析（19个研究，N = 3,740）。我还以现有的语言习得荟萃分析为基准（Plonsky，2011年）。我发现，出国留学的结果超过了Plonsky报告的在家中认知学习的结果（delta = 0.55），以及在家中进行的荟萃分析显示的情感（delta = 0.253）和行为学习（delta = 0.532）。我还发现，留学程序的两个特征-沉浸式和程序内容-限制了出国留学的有效性。在“讨论”部分，我将根据当前的研究流向解释研究结果，并为将来的国外学习经验提供建议。

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