Language learning in a study-abroad context: Research agenda

Naoko Taguchi · Joseph Collentine

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EFL/ESL Teaching and Learning International Student and Expatriate Challenges Second Language Learning and Teaching

Abstract

Isabelli-García, Bown, Plew & Dewey (forthcoming) presented the ‘state of the art’ in research on language learning abroad. Beginning with Carroll's (1967) claim that ‘time spent abroad is one of the most potent variables’ predicting second language (L2) abilities (p. 137), the scope of study-abroad research has grown multifold in guiding theoretical frameworks, empirical methods, and objects of examination. A half-century of work surveyed in Isabelli-García et al.’s review reveals diverse goals of investigation, ranging from studies focusing on documenting learning outcomes, to studies aiming to unveil the process and nature of learning in a study-abroad context.

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2007Theory Building From Cases: Opportunities And Challenges 2006Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization 2020Teaching and Assessing Intercultural Communicative Competence 2021Teaching and Assessing Intercultural Communicative Competence 2003Measuring intercultural sensitivity: The intercultural development inventory 2004The Ecology and Semiotics of Language Learning 2003Dynamics of Language Contact 2006The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English

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2023The relationship between social network typology, L2 proficiency growth, and curriculum design in university study abroad 2023Bilingual heritage language learning in China: Applying the Douglas Fir Group's transdisciplinary framework

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