Clément's linguistic self-confidence model was used to study the effects of homestay experience on students' language confidence. Data were obtained from student responses in questionnaires and interviews before and after immersion. High anxiety and low perception of proficiency in L2 before immersion were attributable to fear and worries about linguistic limitation and different living styles of the host family. Anxiety was alleviated and students' perception of proficiency in L2 enhanced during and after immersion when homes provided a rich language environment and limited internet access. Employment of intercultural communication strategies, exchange of cultural knowledge, and social gathering organized by host families helped enhance quality of interaction which, in turn, contributed to the development of linguistic self-confidence. Copyright © 2015 Educational Research Centre.
|Journal||The Irish Journal of Education|
|Publication status||Published - 2015|