Of self-efficacy, overcoming linguistic barriers and gender: Lessons from University of Ghana female students studying abroad in Spain

Abstract

Study abroad programs offer significant benefits to foreign language learners, including improved language proficiency and cultural immersion. However, limited research has focused on female learners’ self-efficacy in overcoming linguistic barriers and integrating their personal identities in the host country. This study explores the experiences of female Spanish students from the University of Ghana who participated in a year-long study-abroad program in Spain. Their experiences are crucial because gender-related challenges and cultural influences often affect academic progress, social interactions, and linguistic development. This study examines how these students navigated language barriers and developed intercultural understanding during their stay. Data were collected through anonymous online surveys and WhatsApp messages, which offered qualitative insights into their personal experiences and coping strategies. The findings showed that many students initially struggled with self-efficacy and identity acceptance due to inadequate pre-departure orientation and language difficulties upon arrival. As they acclimatized, their self-efficacy improved, emphasizing the need for targeted support. Gender and cultural dynamics significantly shaped the learning and adaptation processes. This study underscores the importance of comprehensive mentoring programs before and during study-abroad experiences to support female students. Such initiatives can enhance foreign language learning, sociocultural development, and intercultural awareness, thus maximizing the benefits of studying abroad for female learners.