Out-of-class language learning strategies of Thai university students during participant in the summer work and travel program

Abstract

It has long believed that in-class instruction alone is not sufficient to promote language skill development of second and foreign language learners, so spending time during school break in a country where the target language is spoken is one way to further increase their language proficiency outside classes. The present study aimed to investigate out-of-class language learning strategies and intercultural competence skills of 353 Thai undergraduate students who participated in the Summer Work and Travel Program in the United States in the year 2018. Quantitative data were collected using the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and the Exploring and Assessing Intercultural Competence survey form Fantini and Tirmizi (2006). In addition, a semi-structured interview protocol was employed to elicit in-depth qualitative data from ten participants who met the inclusion criteria. The study findings revealed that the participants’ frequency of use of learning strategies was at a medium to the high level, especially social learning strategies. Furthermore, while performing their work with others from different cultures, their intercultural competence skills were simultaneously developed. It is recommended that language teachers develop a training program to equip prospective program participants with necessary understanding of out-of-class language learning strategies and intercultural knowledge and skills to enable them to more confidently and effectively handle language barriers and cultural differences, hence more likelihood to find their participation in the Summer Work and Travel Program more beneficial and fruitful.