Study Abroad Research in Second Language Acquisition and International Education - Volume 11, Issue 1, 2026

Given the increasing diversity of additional language (L2) learners in Europe, this study investigates the views and attitudes toward the use of English as a lingua franca (ELF) in learning and teaching L2 Greek among Erasmus+ participants (students and teachers) in a university setting in Greece. It further explores the pedagogical implications for L2 instruction within the Erasmus+ framework. Using questionnaires, interviews, and classroom observations, the study examines teachers’ and students’ attitudes and experiences with ELF in multilingual classrooms. Findings reveal positive attitudes toward ELF among both students and teachers, particularly during the initial stages of L2 teaching and learning. ELF is perceived as a valuable tool for fostering inclusivity, facilitating communication, and enhancing learning in multilingual classrooms. The study highlights the pedagogical benefits of translanguaging in ELF contexts, recognizing the positive impact of students’ full utilization of their linguistic resources, and argues that a mindful approach can promote plurilingualism.

Despite the growing body of literature on international student experiences, little attention has been paid to Kurdish students, a group whose study abroad experience is relatively new and largely driven by scholarship programs funded by the Kurdistan Regional Government. Through semi-structured interviews, this qualitative case study explores the intercultural experiences of Kurdish international students in multicultural classrooms in the United Kingdom, using Communities of Practice theory as a framework. The findings show that language proficiency considerably affected their intercultural experiences. The study also highlights the complex role of cultural differences and the limited interaction between Kurdish and native English-speaking students, reinforcing their sense of peripheral participation in the classroom. This study, therefore, contributes to the growing discourse on international student mobility and offers recommendations for enhancing international students’ integration into higher education.

Amid a shifting global cultural landscape, fostering global identity (GI) among students has become a critical focus in international education (Hendershot & Sperandio, 2009). Japan’s surge in international student enrollment, driven by policies promoting global learning within a multicultural context, underscores the need to examine how international students navigate their experiences in Japan and manifest a GI. This study views international students as active agents, investigating multifaceted factors shaping their GI. Combining questionnaire data and semi-structured interviews, the analysis applies Identity Theory (Stryker & Burke, 2000) to explore both personal and external influences during their time in Japan. The findings reveal that students’ regional backgrounds, language proficiency, and engagement with academic, multicultural, and local Japanese communities significantly relate to GI formation. This empirical evidence challenges the traditional view of GI as an inherent disposition, instead linking it to community dynamics within the unique context of a non-Western and non-English-language setting.

In light of increasing internationalization and diversity in German higher education (HE), the key role of language proficiency in social and academic adaptation has been widely recognized. Acknowledging international students’ pro-active role in their language learning pathways, our study explored students’ language learning agency in German HE. Drawing on Bandura’s (1999, 2006, 2008) model of triadic reciprocal causation, we employed a qualitative approach to examine the interplay between personal factors, environment, and language learning behavior. Furthermore, we evaluated the practical applicability of Bandura’s theoretical model for studying the agentic behavior in a real-world setting. Our findings demonstrate its usefulness as an analytical lens, revealing that language learning agency is strongly shaped by the individual’s perception of the three factors. Insights from our study not only enhance our understanding of international students’ role in shaping their language learning pathways but also highlight the relevance of institutional offerings, their accessibility, and significant others.