Abstract

Recently, short-term study abroad programs have become more popular among university students with an emphasis on second language enhancement and cultural development. There is a pressing need to for further research on programs of this nature (Allen, 2010, 2013; Benson, Barkhuizen, Bodycott, & Brown, 2013; Jackson, 2008, 2010, 2012, 2018). This poster presentation focuses on a small group of English Language Education students who participated in an eight-week English language and cultural immersion program in the United Kingdom. This study adopted a multi-method, multiple case study design to investigate the students' English language and culture learning experience for a period of nine months. To better understand students' developmental trajectories, date was collected in four main phases: pre-sojourn, sojourn, immediate post-sojourn, and four months post-sojourn. A triangulation of data including participants’ pre-and post- immersion reflective essays, semi-structured interviews, sojourn reflective journals, questionnaire surveys, and reports on each participant provided by the host institution provided insight into the students' learning experience. Practical suggestions will be offered to enhance the language and culture learning of short-term study abroad students from Greater China. The findings have pedagogical implications in preparation of student sojourners and educators which facilitate programs of this nature.