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dc.contributor.authorLlanes, Àngels
dc.contributor.authorCots Caimons, Josep Maria
dc.contributor.authorMas-Alcolea, Sònia
dc.contributor.authorAguilar Pérez, Marta
dc.date.accessioned2017-04-06T14:20:39Z
dc.date.available2018-01-26T23:33:02Z
dc.date.issued2016
dc.identifier.issn0957-1736
dc.identifier.urihttp://hdl.handle.net/10459.1/59489
dc.description.abstractThis paper contributes to the study of the impact of academic mobility on the development of students’ intercultural competence (IC). Following Byram, IC is seen as comprising the three components of knowledge, behaviour and attitude. The study adopts a mixed-methods approach, analysing the results of a quantitative pre-stay post-stay survey administered to 110 students from 2 universities in Catalonia (Spain), as well as one student’s discursive construction of this impact during her study abroad (SA). The analysis explores the potential complementarity of the two perspectives. Findings show that for this group of students, SA of between 5 and 10 months had a stronger impact on the knowledge component of IC than on the behaviour and attitude components. The analysis of an individual student’s experiential narratives is used to shed light on the challenge of personal ‘change’ in adapting to the ‘difference’ of the SA context.ca_ES
dc.language.isoengca_ES
dc.publisherTaylor & Francisca_ES
dc.relation.isformatofVersió postprint del document publicat a https://doi.org/10.1080/09571736.2016.1198097ca_ES
dc.relation.ispartofLanguage learning journal, 2016, vol. 44, núm. 3, p. 304-322ca_ES
dc.rights(c) Taylor & Francis, 2016ca_ES
dc.subjectEstudiar a l'estrangerca_ES
dc.subject.otherAprenentatgeca_ES
dc.subject.otherAnglèsca_ES
dc.titleStudying the impact of academic mobility on intercultural competence: a mixed-methods perspectiveca_ES
dc.typearticleca_ES
dc.identifier.idgrec024119
dc.type.versionacceptedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.1080/09571736.2016.1198097


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