The Georgetown Consortium Project derived from Georgetown University's Office of International Programs along with several partner institutions. The large-scale and multi-year study was developed to understand components about U.S. student learning abroad. Of the three broad conclusions, the study revealed significant relationships between independent variables representing learner characteristics and program features and the intercultural and target language learning of students abroad. This article presents an analysis that concentrates on this conclusion. The relationships between student learning and certain independent variables support the argument that students learn most effectively abroad given proactive learning interventions.
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