Learning process objectives
Unlike measurable objectives, learning process objectives are about experiencing, feeling, and being in a foreign country. Teachers in our research measured these objectives qualitatively, such as through conversations with students or written reflections. While learning process objectives varied, teachers identified the following broad categories (Fischer & Viens, 2023):
Hands-on knowledge
Teachers mentioned that study abroad gave students a way to interact with language and culture in a very personal way. Study abroad gave students an opportunity to interact with the language and culture in real-life situations, instead of by reading a text or watching a video.
Soft skills
Study abroad also gave students an opportunity to develop soft skills such as increased self-awareness (for example, being aware of their own privilege), increased appreciation for and interest in learning about other cultures and languages, and improved self-confidence (for example, feeling proud of their ability to go grocery shopping in a foreign country).
Table 1: relating measurable objectives and learning process objectives.
| Measurable objectives | Learning process objectives |
|---|---|
| Learn new vocabulary and grammatical structures related to travel abroad | Increase autonomy and self-confidence (for example, learn how to navigate public transit) |
| Experience cultural activities first-hand (for example, by participating in events around local holiday traditions) | Learn how to manage emotions in new situations (for example, how to deal with the stress of lost luggage) |
| Develop strategic competency (in other words, develop alternative ways to get your message across, to deduce what native speakers mean based on context clues, and ask for clarification when necessary) | Learn how to engage in self-reflection (for example, analyze how and why a personal interaction went wrong) |