Addressing the Assumption; A Case Study on Student Motivations and Barriers to Study Second Language Abroad

Historically, second language learning and study abroad programming have run in natural conjunction. However, in recent years there has been a slow but steady decline in the number of foreign language students in higher education who are choosing to study abroad to further their second language acquisition. This study explores this topic through a case study at Marquette University, and aims to answer the research question: What are the motivations and barriers of foreign language students to study their second language abroad? Using a student survey and in-person interviews with professionals in the field, data is collected on the most significant student motivators and deterrents to study abroad, and responses are then presented and analyzed for meaning. This data, in turn, helps to inform advising practices for Marquette’s education abroad team and concludes with recommendations for further research. With connection to motivational theories such as Self-Determination Theory and the Socio-Educational Model as a conceptual framework, this small study connects theory to data and sheds light on this topic within foreign language in a study abroad context