@article{oai:sojo-u.repo.nii.ac.jp:00001385,
 author = {Gareth, HUMPHREYS},
 journal = {崇城大学紀要, Bulletin of Sojo University},
 month = {},
 note = {Study abroad is perceived as important by many stakeholders in Japanese university settings. This perception is based on widely held beliefs that it provides linguistic, intercultural and personal benefits for those taking part. Short-term programmes are increasingly selected given the relative ease of organisation and the short time requirements. They are particularly relevant in settings like Sojo University to provide non-language major students with practical international experiences to use English and to support intercultural and personal developments. However, participation in these programmes does not automatically lead to these developments. Students may find themselves in international settings without sufficient learning skills to maximise available learning opportunities that experiences abroad may provide. Pre-departure training incorporating independent tasks for these students may support more learning abroad. In the Sojo International Learning Center (SILC), varying levels of independent learning among pre- and post-study abroad students can be observed. While some students take advantage of the self-access learning centre (SALC) resources and advice available, the majority do not. Important learning opportunities are, therefore, missed. Pre-departure training and post-study abroad learning support may help address these issues. To address these challenges, an e-learning independent learning course has been proposed. The course presents content through Moodle tasks and is supplemented with discussions and SALC engagement. This may be a particularly useful and relevant approach to promote independent learning skills and intercultural learning for study abroad students.},
 pages = {257--264},
 title = {Supporting the Learning of Study Abroad Students},
 volume = {44},
 year = {2019}
}