doi:10.1075/aals.13.07ch5

Part of

Language Acquisition in Study Abroad and Formal Instruction Contexts
Edited by Carmen Pérez-Vidal
[AILA Applied Linguistics Series 13] 2014
► pp. 111–136

Published online: 8 July 2014

https://doi.org/10.1075/aals.13.07ch5

References

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Cited by (9)

Cited by nine other publications

Order by:

Heinzmann, Sybille, Robert Hilbe, Kristina Ehrsam & Lukas Bleichenbacher

2024. Oral proficiency gains of study abroad students before and during the COVID-19 pandemic. Study Abroad Research in Second Language Acquisition and International Education 9:2 ► pp. 127 ff.

Ziyi, An, Gong Yang Frank & Chen Mo

2024. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency. International Review of Applied Linguistics in Language Teaching 0:0

Köylü, Zeynep

2023. The ERASMUS sojourn: does the destination country or pre-departure proficiency impact oral proficiency gains?. The Language Learning Journal 51:1 ► pp. 48 ff.

Pérez-Vidal, Carmen & Cristina Sanz

2023. Chapter 1. Research methods in study abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 9 ff.

Zalbidea, Janire & Bernard Issa

2023. Chapter 2. Quantitative approaches in L2 research abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 33 ff.

Borràs, Judith & Àngels Llanes

2021. Re-examining the impact of study abroad on L2 development: a critical overview. The Language Learning Journal 49:5 ► pp. 527 ff.

Isabelli-García, Christina, Jennifer Bown, John L. Plews & Dan P. Dewey

2018. Language learning and study abroad. Language Teaching 51:4 ► pp. 439 ff.

Nagle, Charles L., Alfonso Morales-Front, Colleen Moorman & Cristina Sanz

2016. Disentangling Research on Study Abroad and Pronunciation. In Handbook of Research on Study Abroad Programs and Outbound Mobility [Advances in Higher Education and Professional Development, ], ► pp. 673 ff.

Pérez-Vidal, Carmen

2015. Practice makes best: contrasting learning contexts, comparing learner progress. International Journal of Multilingualism 12:4 ► pp. 453 ff.

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