1887
Volume 9, Issue 1
  • ISSN 2405-5522
  • E-ISSN: 2405-5530
USD
Buy:$35.00 + Taxes

Abstract

Abstract

While research on second language (L2) vocabulary development after a study abroad (SA) experience has been largely investigated, findings are still not clear-cut because of the multifaceted nature of vocabulary and the different methodologies used when investigating its growth. For this reason, the aim of the present study was to elucidate the link between SA and lexical development. A multilevel meta-analysis including 25 studies was conducted to examine the extent to which overall, receptive vocabulary (RV) and productive vocabulary (PV) are impacted by a SA experience. A second objective was to determine whether length of stay (LoS) in the target country has an effect on L2 vocabulary development. Results showed that international stays have a significantly large impact on RV and overall vocabulary and a significantly moderate impact on PV. The analysis also showed that LoS alone cannot be used as a predictor of gains in the students’ L2 vocabulary.

Loading

Article metrics loading...

/content/journals/10.1075/sar.22014.bor
2024-02-09
2024-10-04
Loading full text...

Full text loading...

References

  1. Arvidsson, K.
    (2019) Quantity of target language contact in study abroad and knowledge of multiword expressions: A usage-based approach to L2 development. Study Abroad Research in Second Language Acquisition and International Education, 4(2), 145–167. 10.1075/sar.18001.arv
    https://doi.org/10.1075/sar.18001.arv [Google Scholar]
  2. Assink, M., & Wibbelink, C. J. M.
    (2016) Fitting three-level meta-analytic models in R: A step-by-step tutorial. The Quantitative Methods for Psychology, 12(3), 154–174. 10.20982/tqmp.12.3.p154
    https://doi.org/10.20982/tqmp.12.3.p154 [Google Scholar]
  3. Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R.
    (2009) Introduction to meta-analysis. John Wiley. 10.1002/9780470743386
    https://doi.org/10.1002/9780470743386 [Google Scholar]
  4. Borràs, J., & Llanes, À.
    (2019) Re-examining the impact of study abroad on L2 development: A critical overview. The Language Learning Journal, 49(5), 527–540. 10.1080/09571736.2019.1642941
    https://doi.org/10.1080/09571736.2019.1642941 [Google Scholar]
  5. (2020) L2 reading and vocabulary development after a short study abroad experience. VIAL: Vigo International Journal of Applied Linguistics, 171, 35–55. 10.35869/vial.v0i17.1464
    https://doi.org/10.35869/vial.v0i17.1464 [Google Scholar]
  6. Briggs, J. G.
    (2015) Out-of-class language contact and vocabulary gain in a study abroad context. System, 531, 129–140. 10.1016/j.system.2015.07.007
    https://doi.org/10.1016/j.system.2015.07.007 [Google Scholar]
  7. Cheng, J., & Matthews, J.
    (2018) The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing, 35(1), 3–25. 10.1177/0265532216676851
    https://doi.org/10.1177/0265532216676851 [Google Scholar]
  8. Cheung, W. L.
    (2015) Meta-analysis: A structural equation modelling approach. John Wiley. 10.1002/9781118957813
    https://doi.org/10.1002/9781118957813 [Google Scholar]
  9. Coleman, J. A.
    (2015) Social circles during residence abroad: What students do, and who with. InR. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 33–51). European Second Language Association.
    [Google Scholar]
  10. Collentine, J.
    (2004) The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26(2), 227–248. 10.1017/S0272263104262040
    https://doi.org/10.1017/S0272263104262040 [Google Scholar]
  11. Conroy, M. A.
    (2018) Contextual factors in second language learning in a short-term study abroad programme in Australia. The Language Learning Journal, 46(3), 311–328. 10.1080/09571736.2015.1118643
    https://doi.org/10.1080/09571736.2015.1118643 [Google Scholar]
  12. Dewey, D. P.
    (2004) A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Studies in Second Language Acquisition, 26(2), 303–327. 10.1017/S0272263104262076
    https://doi.org/10.1017/S0272263104262076 [Google Scholar]
  13. (2008) Japanese vocabulary acquisition by learners in three contexts. Frontiers: The Interdisciplinary Journal of Study Abroad, 15(1), 127–148. 10.36366/frontiers.v15i1.223
    https://doi.org/10.36366/frontiers.v15i1.223 [Google Scholar]
  14. Fitzpatrick, T.
    (2012) Tracking the changes: Vocabulary acquisition in the study abroad context. The Language Learning Journal, 40(1), 81–98. 10.1080/09571736.2012.658227
    https://doi.org/10.1080/09571736.2012.658227 [Google Scholar]
  15. Fu, J., & Feng, Y.
    (2018) A comparison of score aggregation methods for unidimensional tests on different dimensions. ETS Research Report Series, 11, 1–16. 10.1002/ets2.12194
    https://doi.org/10.1002/ets2.12194 [Google Scholar]
  16. Grey, S., Cox, J. G., Serafini, E. J., & Sanz, C.
    (2015) The role of individual differences in the study abroad context: Cognitive capacity and language development during short-term intensive language exposure. The Modern Language Journal, 99(1), 137–157. 10.1111/modl.12190
    https://doi.org/10.1111/modl.12190 [Google Scholar]
  17. Güvendir, E.
    (2017) Turkish students and their experiences during a short-term summer visit to the U.S. Study Abroad Research in Second Language Acquisition and International Education, 2(1), 21–52. 10.1075/sar.2.1.02guv
    https://doi.org/10.1075/sar.2.1.02guv [Google Scholar]
  18. Hardison, D. M.
    (2014) Changes in second-language learners’ oral skills and socio affective profiles following study abroad: A mixed-methods approach. The Canadian Modern Language Review, 70(4), 415–444. 10.3138/cmlr.2202
    https://doi.org/10.3138/cmlr.2202 [Google Scholar]
  19. Harrer, M., Cuijpers, P., Furukawa, T. A., & Ebert, D. D.
    (2021) Doing meta-analysis with R: A hands-on guide. Chapman & Hall/CRC Press. 10.1201/9781003107347
    https://doi.org/10.1201/9781003107347 [Google Scholar]
  20. Hedges, L. V.
    (2009) Effect sizes in studies with nested designs. InH. Cooper, L. V. Hedges, & J. Valentine (Eds.), The handbook of research synthesis and meta-analysis (2nd ed.) (pp. 337–356). The Russell Sage Foundation.
    [Google Scholar]
  21. Higgins, J. P.
    (2008) Commentary: Heterogeneity in meta-analysis should be expected and appropriately quantified. International Journal of Epidemiology, 37(5), 1158–1160. 10.1093/ije/dyn204
    https://doi.org/10.1093/ije/dyn204 [Google Scholar]
  22. Higgins, J. P., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A.
    (2019) Cochrane handbook for systematic reviews of interventions. John Wiley. 10.1002/9781119536604
    https://doi.org/10.1002/9781119536604 [Google Scholar]
  23. Higgins, J. P., & Thompson, S. G.
    (2002) Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21(11), 1539–1558. 10.1002/sim.1186
    https://doi.org/10.1002/sim.1186 [Google Scholar]
  24. Hunt, K. W.
    (1965) Grammatical structures written at three grade levels (NCTE Report No. 3). National Council of Teachers of English. https://files.eric.ed.gov/fulltext/ED113735.pdf
    [Google Scholar]
  25. Ife, A., Boix, G., & Meara, P.
    (2000) The impact of study abroad on vocabulary development among different proficiency groups. Spanish Applied Linguistics, 4(1), 55–84.
    [Google Scholar]
  26. Isabelli-Garcia, C., Bown, J., Plews, J. L., & Dewey, D. P.
    (2018) State-of-the-art article: Language learning and study abroad. Language Teaching, 51(4), 439–484. 10.1017/S026144481800023X
    https://doi.org/10.1017/S026144481800023X [Google Scholar]
  27. Issa, B. I., Faretta-Stutenberg, M., & Bowden, H. W.
    (2020) Grammatical and lexical development during short-term study abroad: Exploring L2 contact and initial proficiency. The Modern Language Journal, 104(4), 860–879. 10.1111/modl.12677
    https://doi.org/10.1111/modl.12677 [Google Scholar]
  28. Jiménez Jiménez, A. F.
    (2010) A comparative study on second language vocabulary development: Study abroad vs. classroom settings. Frontiers: The Interdisciplinary Journal of Study Abroad, 19(1), 105–123. 10.36366/frontiers.v19i1.276
    https://doi.org/10.36366/frontiers.v19i1.276 [Google Scholar]
  29. Johnson, M. D., Acevedo, A., & Mercado, L.
    (2016) Vocabulary knowledge and vocabulary use in second language writing. TESOL Journal, 7(3), 700–715. 10.1002/tesj.238
    https://doi.org/10.1002/tesj.238 [Google Scholar]
  30. Juan-Garau, M.
    (2014) Oral accuracy growth after formal instruction and study abroad: Onset level, contact factors and long-term effects. InC. Pérez-Vidal (Ed.), Language acquisition in study abroad and formal instruction contexts (pp. 87–110). John Benjamins. 10.1075/aals.13.06ch4
    https://doi.org/10.1075/aals.13.06ch4 [Google Scholar]
  31. Kim, J., Dewey, D. P., Baker-Smemoe, W., Ring, S., Westover, A., & Eggett, D.
    (2015) L2 development during study abroad in China. System, 551, 123–133. 10.1016/j.system.2015.10.005
    https://doi.org/10.1016/j.system.2015.10.005 [Google Scholar]
  32. Kinginger, C.
    (2009) Language learning and study abroad: A critical reading of research. Palgrave MacMillan. 10.1057/9780230240766
    https://doi.org/10.1057/9780230240766 [Google Scholar]
  33. Köylü, Z.
    (2021) The ERASMUS sojourn: Does the destination country or pre-departure proficiency impact oral proficiency gains?The Language Learning Journal, 51(1), 48–60. 10.1080/09571736.2021.1930112
    https://doi.org/10.1080/09571736.2021.1930112 [Google Scholar]
  34. Lakens, D.
    (2013) Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 41, 1–12. 10.3389/fpsyg.2013.00863
    https://doi.org/10.3389/fpsyg.2013.00863 [Google Scholar]
  35. Leonard, K. R., & Shea, C. E.
    (2017) L2 speaking development during study abroad: Fluency, accuracy, complexity, and underlying cognitive factors. The Modern Language Journal, 101(1), 179–193. 10.1111/modl.12382
    https://doi.org/10.1111/modl.12382 [Google Scholar]
  36. Li, S.
    (2014) The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System, 451, 103–116. 10.1016/j.system.2014.05.001
    https://doi.org/10.1016/j.system.2014.05.001 [Google Scholar]
  37. Llanes, À., & Munoz, C.
    (2013) Age effects in a study abroad context: Children and adults studying abroad and at home. Language Learning, 63(1), 63–90. 10.1111/j.1467‑9922.2012.00731.x
    https://doi.org/10.1111/j.1467-9922.2012.00731.x [Google Scholar]
  38. Martinsen, R., Baker, W., Dewey, D. P., Brown, J., & Johnson, C.
    (2010) Exploring diverse settings for language acquisition and use: Comparing study-abroad, service learning abroad, and foreign language housing. Applied Language Learning, 20(1–2), 45–69.
    [Google Scholar]
  39. Matthews, J.
    (2018) Vocabulary for listening: Emerging evidence for high and mid-frequency vocabulary knowledge. System, 721, 23–36. 10.1016/j.system.2017.10.005
    https://doi.org/10.1016/j.system.2017.10.005 [Google Scholar]
  40. Milton, J.
    (2009) Measuring second language vocabulary acquisition. Multilingual Matters. 10.21832/9781847692092
    https://doi.org/10.21832/9781847692092 [Google Scholar]
  41. Milton, J., & Meara, P.
    (1995) How periods abroad affect vocabulary growth in a foreign language. ITL Review of Applied Linguistics, 107(1), 17–34. 10.1075/itl.107‑108.02mil
    https://doi.org/10.1075/itl.107-108.02mil [Google Scholar]
  42. Mitchell, R., Tracy-Ventura, N., & McManus, K.
    (2017) Anglophone students abroad: Identity, social relationships and language learning. Routledge. 10.4324/9781315194851
    https://doi.org/10.4324/9781315194851 [Google Scholar]
  43. Nation, I. S. P.
    (2001) Learning vocabulary in another language. Cambridge University Press. 10.1017/CBO9781139524759
    https://doi.org/10.1017/CBO9781139524759 [Google Scholar]
  44. Ortega, L.
    (2003) Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics, 24(4), 492–518. 10.1093/applin/24.4.492
    https://doi.org/10.1093/applin/24.4.492 [Google Scholar]
  45. Oswald, F. L., & Plonsky, L.
    (2010) Meta-analysis in second language research: Choices and challenges. Annual Review of Applied Linguistics, 301, 85–110. 10.1017/S0267190510000115
    https://doi.org/10.1017/S0267190510000115 [Google Scholar]
  46. Pastor, D. A., & Lazowski, R. A.
    (2018) On the multilevel nature of meta-analysis: A tutorial, comparison of software programs, and discussion of analytic choices. Multivariate Behavioral Research, 53(1), 74–89. 10.1080/00273171.2017.1365684
    https://doi.org/10.1080/00273171.2017.1365684 [Google Scholar]
  47. Pérez-Vidal, C., & Barquin, E.
    (2014) Comparing progress in writing after formal instruction and study abroad. InC. Pérez-Vidal (Ed.), Language acquisition in study abroad and formal instruction contexts (pp. 217–234). John Benjamins.10.1075/aals.13.11ch9
    https://doi.org/10.1075/aals.13.11ch9 [Google Scholar]
  48. Petticrew, M., & Roberts, H.
    (2006) Systematic reviews in the social sciences: A practical guide. Blackwell. 10.1002/9780470754887
    https://doi.org/10.1002/9780470754887 [Google Scholar]
  49. Pizziconi, B.
    (2017) Japanese vocabulary development in and beyond study abroad: The timing of the year abroad in a language degree curriculum. The Language Learning Journal, 45(2), 133–152. 10.1080/09571736.2013.786119
    https://doi.org/10.1080/09571736.2013.786119 [Google Scholar]
  50. Plonsky, L., & Oswald, F. L.
    (2012) How to do a meta-analysis. InA. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 275–295). Wiley Blackwell.
    [Google Scholar]
  51. (2014) How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. 10.1111/lang.12079
    https://doi.org/10.1111/lang.12079 [Google Scholar]
  52. Quan, T.
    (2018) Acquisition of formulaic sequences in a study abroad context. Study Abroad Research in Second Language Acquisition and International Education, 3(2), 220–242. 10.1075/sar.17009.qua
    https://doi.org/10.1075/sar.17009.qua [Google Scholar]
  53. Raudenbush, S. W., & Bryk, A. S.
    (1985) Empirical bayes meta-analysis. Journal of Educational Statistics, 10(2), 75–98. 10.3102/10769986010002075
    https://doi.org/10.3102/10769986010002075 [Google Scholar]
  54. Read, J.
    (2000) Assessing vocabulary. Cambridge University Press. 10.1017/CBO9780511732942
    https://doi.org/10.1017/CBO9780511732942 [Google Scholar]
  55. Schenker, T.
    (2018) Making short-term study abroad count-effects on German language skills. Foreign Language Annals, 51(2), 411–429. 10.1111/flan.12339
    https://doi.org/10.1111/flan.12339 [Google Scholar]
  56. Schmitt, N.
    (2010) Researching vocabulary: A vocabulary research manual. Palgrave MacMillan. 10.1057/9780230293977
    https://doi.org/10.1057/9780230293977 [Google Scholar]
  57. Schwieter, J. W., & Klassen, G.
    (2016) Linguistic advances and learning strategies in a short-term study abroad experience. Study Abroad Research in Second Language Acquisition and International Education, 1(2), 217–247. 10.1075/sar.1.2.04sch
    https://doi.org/10.1075/sar.1.2.04sch [Google Scholar]
  58. Segalowitz, N., & Freed, B.
    (2004) Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(2), 173–199. 10.1017/S0272263104262027
    https://doi.org/10.1017/S0272263104262027 [Google Scholar]
  59. Serrano, R., Llanes, À., & Tragant, E.
    (2011) Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39(2), 133–143. 10.1016/j.system.2011.05.002
    https://doi.org/10.1016/j.system.2011.05.002 [Google Scholar]
  60. Serrano, R., Tragant, E., & Llanes, À.
    (2012) A longitudinal analysis of the effects of one year abroad. The Canadian Modern Language Review, 68(2), 138–163. 10.3138/cmlr.68.2.138
    https://doi.org/10.3138/cmlr.68.2.138 [Google Scholar]
  61. Strobl, C., & Baten, C.
    (2021) Writing development during study abroad: The role of language contact and social networks. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 124–162. 10.1075/sar.19015.str
    https://doi.org/10.1075/sar.19015.str [Google Scholar]
  62. Tracy-Ventura, N.
    (2017) Combining corpora and experimental data to investigate language learning during residence abroad: A study of lexical sophistication. System, 711, 35–45. 10.1016/j.system.2017.09.022
    https://doi.org/10.1016/j.system.2017.09.022 [Google Scholar]
  63. Tracy-Ventura, N., Huensch, A., & Mitchell, R.
    (2021) Understanding the long-term evolution of L2 lexical diversity: The contribution of a longitudinal learner corpus. InB. Le Bruyn & M. Paquot (Eds.), Learner corpus research meets second language acquisition (pp. 148–171). Cambridge University Press.
    [Google Scholar]
  64. Tseng, W., Liu, Y., Hsu, Y., & Chu, H.
    (2021) Revisiting the effectiveness of study abroad language programs: A multi-level meta-analysis. Language Teaching Research, 1–45. 10.1177/1362168820988423
    https://doi.org/10.1177/1362168820988423 [Google Scholar]
  65. Tullock, B., & Ortega, L.
    (2017) Fluency and multilingualism in study abroad: Lessons from a scoping review. System, 711, 7–21. 10.1016/j.system.2017.09.019
    https://doi.org/10.1016/j.system.2017.09.019 [Google Scholar]
  66. Uchihara, T., & Saito, K.
    (2019) Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning Journal, 47(1), 64–75. 10.1080/09571736.2016.1191527
    https://doi.org/10.1080/09571736.2016.1191527 [Google Scholar]
  67. Viechtbauer, W.
    (2010) Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48. 10.18637/jss.v036.i03
    https://doi.org/10.18637/jss.v036.i03 [Google Scholar]
  68. Xu, Y.
    (2019) Changes in interlanguage complexity during study abroad: A meta-analysis. System, 801, 199–211. 10.1016/j.system.2018.11.008
    https://doi.org/10.1016/j.system.2018.11.008 [Google Scholar]
  69. Zaytseva, V., Miralpeix, I., & Pérez-Vidal, C.
    (2021) Because words matter: Investigating vocabulary development across contexts and modalities. Language Teaching Research, 25(2), 162–184. 10.1177/1362168819852976
    https://doi.org/10.1177/1362168819852976 [Google Scholar]
  70. Zaytseva, V., Pérez-Vidal, C., & Miralpeix, I.
    (2018) Vocabulary acquisition during study abroad: A comprehensive review of the research. InC. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice (pp. 210–224). Routledge.
    [Google Scholar]
/content/journals/10.1075/sar.22014.bor
Loading
/content/journals/10.1075/sar.22014.bor
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): length of stay; meta-analysis; productive vocabulary; receptive vocabulary
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error