Study Abroad Research in Second Language Acquisition and International Education - Volume 5, Issue 1, 2020

This article examines the connections among self-reported social network development, L2 use, and self-perceived speaking proficiency development in a group of Belgian ERASMUS students (n = 59) who studied abroad in different European countries (Austria, France, Germany, Ireland, Italy, Spain, Sweden, and the UK). The results suggest a number of differences between the participants in this study and the US cohorts who have been traditionally the focus of previous SA research. For example, the Belgian students report high levels of proficiency in the target language before going abroad and high levels of target language use while abroad. Furthermore, a number of social network variables point to differences between the ERASMUS students in the present study and the US students featuring in previous research. Nevertheless, the results also reveal some similarities, especially with regard to the social network variables ‘size’ and ‘intensity of friendship’ which were predictors of language gains for the group of students under analysis in this study and, consequently, corroborated findings of previous studies conducted with US cohorts.

Contemporary research on language and intercultural learning during study abroad programs has led scholars to challenge the immersion assumption and to argue the need for interventions that would deepen and extend the learning potential of this experience (Jackson, 2018). In an attempt to underscore this point, this paper reports on an experimental study which explores the impact of a pedagogical intervention where two groups of Flemish students (n = 34) are tracked during their Erasmus stay in Spain. One group of students (n = 14) is enrolled in the intervention and encouraged to engage in linguistically and culturally challenging encounters while the other group is not (n = 20). Both language use and social network formation are examined through an extended version of the SASIQ questionnaire (Dewey et al., 2013), completed following their experience abroad. Although it is not straightforward to grasp the influence of such curricular initiatives on learner interaction and language contact abroad, results from the study are consistent with previous findings on the importance of fostering social interactions for L2 development. Furthermore, a number of social network variables also point out how L2 self-perceived progress can be fostered abroad.

There is considerable evidence that suitable preparation for the Erasmus experience can make a significant difference to students. Often, however, institutions have to battle to provide in-depth pre-departure training, and re-entry events or training are too seldom available. Following Erasmus there is rarely space in the curriculum of the home university for reflection, assessment and the integration of the experiences and multi-faceted learning that took place abroad. This article argues that the challenge is therefore to integrate meaningful reflections and assessment into more traditional modules, such as literature-based ones. Accordingly, this article presents some options of how to integrate re-entry reflections in the form of a module on travel literature as well as a voluntary re-entry module that can be offered to returning students irrespective of their course of study. Components of the Erasmus+ CONNECT training programme serve as an example of training material.

While second language (L2) pragmatics research has predominantly investigated speech acts, little attention has been given to pragmatic markers (PMs) (Müller, 2005). Research demonstrates that PM use by learners is limited (Liao, 2009) and that their production is aided by native speaker (NS) contact (Sankoff et al., 1997). Thus, if study abroad (SA) provides a combination of instructed and naturalistic input / exposure, the analysis of PM development gives insights into the role of language exposure during SA. Against this background, this article investigates the use of PMs in L2 English during an Erasmus programme in Ireland. Data were collected using sociolinguistic interviews (Labov, 1984) and the PMs studied were ‘like’ and ‘well’. These PMs were tracked longitudinally to investigate differences in frequency and use. Findings were analysed quantitatively and compared with English NSs. Results point to an increase in frequency but also reveal constraints on the use of the PMs studied.

This study examines the sustainability of gains in overall English proficiency made by 81 German students on ERASMUS study abroad placements in the UK (lasting one term or one academic year) following their return to their home country. Students were tracked using C-tests and questionnaires from pre-study abroad up until nine months post-return. Their development was compared with that of 25 peers who applied for ERASMUS placements, but continued studying at home. The analysis presented focuses on the post-return phase and includes factors associated with individual differences in L2 proficiency development post-return, self-perceived L2 skills development, and returnees’ perceived needs regarding further language classes. Results show that students tended to sustain gains in overall L2 proficiency made during study abroad. L2 proficiency level achieved by the end of study abroad, self-efficacy in using the L2 in social interactions, and majoring in English were all positively associated with post-return L2 development.