This study examined how international students experience their sojourn from the perspective of activity theory (AT). While AT has been employed in previous study abroad (SA) research to investigate specific variables (e.g., Brown, 2021; Lee & Kinginger, 2018), holistic trajectories of learners' SA experiences have not been explored. Specifically, the current study explored two objectives: (a) how the six elements in Engeström's (2001) activity model are interconnected to explain Japanese international students' experience, and (b) how their activity systems change over time-before, during, and after SA. While, in the larger study, factor analyses were conducted on the questionnaire data, the current presentation focuses on the qualitative data pertaining to interviews with 23 participants.
Among the participants, 17 had completed their SA, and 6 were at their SA destination at the time of the interviews. Interview prompts were guided by the principles of the AT model's six elements (i.e., subject, object, mediating artifacts, rules, community, and division of labor). The interview data, which was approximately 22 hours in total, was transcribed and qualitatively analyzed. While the analysis was guided by the AT model first, grounded theory was employed to explore the participants' accounts within each of six elements. Finally, 12 subthemes emerged for each time period. Subsequently, three activity systems were modeled to illustrate commonalities found in participants' experiences.
Overall, before SA, the participants reported a variety of factors that positively mediated their English learning (e.g., family). Also, the efforts to achieve their long-term linguistic and career-oriented goals mirrored their perceived responsibilities as English learners. However, English classes at home that prioritized university entrance exam preparations negatively mediated their English learning experience. During SA, their sojourn lives mainly revolved around the community within the SA institution where resources and tools that mediated their English learning were realized. Furthermore, course requirements, cultural differences, relationships, and the sense of responsibilities influenced different elements within their activity systems. After SA, along with gains in English skills, personal development was frequently reported as a perceived outcome of SA. Despite their desire to further their English learning, many had put their English learning on the back burner, due to cultural and societal factors and changes in life priorities. We conclude with implications for improving students' SA experience and language learning, by focusing on ensuring a supportive community both at the home and host institutions and making the learners aware of their expectations and setting realistic goals at each time period-before, during, and after SA.
Brown, L. (2021). "Sorry, I don't speak any English": An activity-theoretic account of language choice in study abroad in South Korea. In W. Diao & E. Trentman (Eds.), Language learning in study abroad: The multilingual turn (pp. 145-169). Multilingual Matters.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
Lee, S. H., & Kinginger, C. (2018). Narrative remembering of intercultural encounters: A case study of language program reintegration after study abroad. The Modern Language Journal, 102(3), 578-593.
