Abstract
This study aims to investigate the lasting effects of a short-term study abroad program on its participants’ English proficiency and affective variables. The participants were 14 students, who participated in a three-week English language program in the United Kingdom and took part in the foundation study by Suzuki and Hayashi (2014). One year after the program was held, the students were asked to take CASEC and answer questionnaires, the results of which were then analyzed and compared with those of pre-/post-departure studies. Moreover, cluster analysis was conducted to identify some differences among the participants regarding their English proficiency levels and self-evaluations in their English language together with the quality and their English learning methods. The results show that the short-term study abroad program has the positive lasting effects on the students’ English proficiency to some extent. However, the results on self-evaluations in their English language vary; the positive long-term effects are recognized in writing skill, while the effects on speaking skill do not last until one year after the program ends. Also, each cluster reveals its own features in both the cognitive and affective perspectives. The study provides insights into a post-departure program, which will be a key phase to maintain participants’ English proficiency and affective components stimulated through study abroad.
