Setting Goals for Study Abroad
Setting Goals for Study Abroad
Setting Goals for Study Abroad
For many years, the field of international education has taken stern importance to fittingly assess and document student learning abroad, discussing numerous variables to characterize the experience of studying overseas. Many researchers have been continually explaining the variables from the "external" viewpoint. However, the balancing "internal" standpoint has been left out, which involves what the students feel about the benefits of studying abroad. What do the learners look forward to in studying abroad? What are their goals?
Determining the outcomes of a study abroad experience can yield information which would support the benefits of overseas education. It is very important to begin with the individual in order to clearly understand what goals students have and how they are able to meet such goals once they are studying abroad.
The proponents anticipate that by encouraging students to set goals as well as provide them opportunities to further understand their own education and growth, they would become more competent in dealing with their expectations, pursuing their goals and objectives; integrating their newfound knowledge, skills, and viewpoints in future endeavors. The path of goal setting then becomes a tool, which the students can utilize not only to make the most of their time learning abroad, but also a means for them to use in any given circumstance in their lives.
The students who took time in modifying their goals halfway though their programs abroad, were very aware of the process of working towards their goals during their stay. It shows that 39 percent of students did not make major modifications to their original goals, only to make slight amendments in wording and remained focused to their initial intentions. One student reported that "he wished he had new things to add to his list of aspirations, objectives, and desires. However, he did not. All five of them were things he had been working at, seeking out, and sometimes readjusting his lifestyle in order to attain them. Furthermore, he found that the time he spent there had been tiny and while he learned mountains he would need to someday provide himself greater stretch of time in order to better realize his goals. He only really began to understand what the goals meant within the context of the world that was new to him."
There were some students who offered self-critical remarks about their linguistic progress midway through the session. The student reported that "he was feeling disappointed that he was speaking so much of his native language and that he had not worked harder to practice English with her foster mother". However, there were several students who were willing to commit to their language learning in various ways. They have started to write emails and journal entries in English, read newspaper and books in English, try to willfully use structures learned in class everyday exchanges, and practice improving effective communication skills. Approximately 50 percent of students changed one or two goals mid-program once they had a better judgment of how things worked in their host country. Their new game plan usually involved strategies on enhancing opportunities for interaction in English to practice their skills.
Students conveyed positive comments about the process of goal setting and offered helpful advice to their peers, suggesting means on how to adjust to new surroundings, language learning, and setting goals. The significance of "keeping an open mind", "taking time in adjusting to a new way of living", and "taking on an active role", was stressed. The students were cautioned against unrealistic expectations such as expecting to come back to their home institution fluent. Everyone learns at a different rate. Think about what you want to benefit from the learning experience and realize that it might be completely different from what you anticipated.
Make friends with students with the same goal as you do and encourage one another to complete such goals. With regard to the process of goal setting, students learned through trial and error how to effectively and efficiently use their goals as a tool for learning.
Do not set goals that are too high at first. Try setting a few fundamental goals that can keep you motivated without making you frustrated. Assess your goals often and create a timeline when to complete them. Once you have reached your study abroad destination, do not be afraid to make changes to your goals and allow them to develop as you venture through the learning experience.
Do not assume that you can go beyond your own limits by setting extremely high goals. Take time to evaluate your study abroad experience based on your goals for the future, exploring at your academic, career, and personal choices to pursue as a result of the new learning experience and viewpoint in your stay in the foreign country.
The assessment of the learning obstacles and opportunities you will face while studying abroad will generate a great life lesson essential for your maturity. "Studying abroad will open your eyes to numerous significant concepts. However, it will not always be easy. Just remember that some of the most intricate moments will become the most powerful.
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