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Article published In:
Study abroad and the Erasmus+ programme in Europe: Perspectives on language and intercultural learning
Edited by Anne Marie Devlin
[Study Abroad Research in Second Language Acquisition and International Education 5:1] 2020
► pp. 119–152

Overall L2 proficiency maintenance and development among returning ERASMUS study abroad participants

 | University of Graz
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.
Keywords: post-return, L2 proficiency, advanced learners, English as a foreign language (EFL)
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Research on L2 development post-study abroad
    • 2.2Research on factors associated with individual differences in L2 development post-SA
    • 2.3Purpose of the present study
  • 3.Method
    • 3.1Overall study design
    • 3.2Participants
    • 3.3Instruments
      • 3.3.1The C-test
      • 3.3.2The questionnaires
    • 3.4Procedures of data collection and analysis
  • 4.Results
    • 4.1Students’ overall L2 proficiency development post-return
    • 4.2Students’ self-assessments of their English language skills at pre- and post-return
    • 4.3Factors associated with overall L2 proficiency development post-return
      • 4.3.1L2 proficiency level achieved by the end of the study abroad period
      • 4.3.2Self-efficacy in using English in social interactions
      • 4.3.3Continued L2 contact / usage post-return
      • 4.3.4Studying English as a major
    • 4.4ERASMUS students’ perceived needs regarding further English language classes
  • 5.Discussion
  • 6.Limitations and suggestions for future work
  • Acknowledgements
  • Notes
  • References
Published online: 24 February 2020
DOI logo
https://doi.org/10.1075/sar.19011.hes
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Howard, Martin
2023. Grammatical development during study abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 239 ff. DOI logo
Mickan, Anne, James M. McQueen, Laurel Brehm & Kristin Lemhöfer
2023. Individual differences in foreign language attrition: a 6-month longitudinal investigation after a study abroad. Language, Cognition and Neuroscience 38:1 ► pp. 11 ff. DOI logo

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