Isabelli, C. (2003). Development of oral communication skills abroad. Frontiers: The Interdisciplinary Journal of Study Abroad 9, 149–173. https://doi.org/10.36366/frontiers.v9i1.119

Shedivy, S. L. (2004). Factors that lead some students to continue the study of foreign language past the usual 2 years in high school. System, 32(1), 103–119. https://doi.org/10.1016/j.system.2003.09.008

Three Groups: Study Abroad vs intensive language study in US vs academic year in traditional US university classrooms

Dewey, D. P. (2007). Japanese vocabulary acquisition by learners in three contexts. Frontiers: The Interdisciplinary Journal of Study Abroad, 15(1), 127–148. https://doi.org/10.36366/frontiers.v15i1.223

Shively, R. L., & Cohen, A.D. (2008). Development of Spanish requests and apologies during study abroad. Íkala, Revista de Lenguaje y Cultura, 13(20), 57-118. Retrieved March 24, 2022, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-34322008000200004&lng=en&tlng=en.

Duperron, L., & Overstreet, M. H. (2009). Preparedness for study abroad: comparing the linguistic outcomes of a short-term Spanish program by third, fourth and sixth semester l2 learners. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 157–179. https://doi.org/10.36366/frontiers.v18i1.259

Lord, H. (2009). Second-language awareness and development during study abroad: a case study. Hispania 92(1). 127-141. https://www.jstor.org/stable/40648286

Nero, S. (2009). Inhabiting the other’s world: Language and cultural immersion for US-based teachers in the Dominican Republic. Language, Culture and Curriculum, 22(3), 175–194. https://doi.org/10.1080/07908310903203066

Allen, H. W. (2010). Language-Learning motivation during Short-Term study abroad: An activity theory perspective. Foreign Language Annals, 43(1), 27–49. https://doi.org/10.1111/j.1944-9720.2010.01058.x

Allen, H. W. (2010). Interactive contact as linguistic affordance during short-term study abroad: myth or reality? Frontiers: The Interdisciplinary Journal of Study Abroad, 19(1), 1–26. https://doi.org/10.36366/frontiers.v19i1.271

Allen, H. W. (2010). What shapes Short-Term study abroad experiences? A comparative case study of students’ motives and goals. Journal of Studies in International Education, 14(5), 452–470. https://doi.org/10.1177/1028315309334739

DeKeyser, R. (2010). Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43(1), 80–92. https://doi.org/10.1111/j.1944-9720.2010.01061.x

Service learning abroad vs. service learning domestic

Miller, K.K. & Gonzalez, A.M. (2010). Domestic and international service learning experiences: a comparative study of pre-service teacher outcomes. Issues in Educational Research, 20(1). 29-38.

Study abroad vs. students who did not study abroad

Winke, P. M., & Teng, C. (2010). Using task-based pragmatics tutorials while studying abroad in China. Intercultural Pragmatics, 7(2). https://doi.org/10.1515/iprg.2010.016

2011_Brown Solovieva Eggett_FLA

Brown, N. A., Solovieva, R. V., & Eggett, D. L. (2011). Qualitative and quantitative measures of second language writing: Potential outcomes of informal target language learning abroad. Foreign Language Annals, 44(1), 105–121. https://doi.org/10.1111/j.1944-9720.2010.01119.x

Castañeda, M. E., & Zirger, M. L. (2011). Making the most of the “New” study abroad: Social capital and the Short-Term sojourn. Foreign Language Annals, 44(3), 544–564. https://doi.org/10.1111/j.1944-9720.2011.01146.x

Diao, W., Freed, B., & Smith, L. (2011). Confirmed beliefs or false assumptions? A study of home stay experiences in the French study abroad context. Frontiers: The Interdisciplinary Journal of Study Abroad, 21(1), 109–142. https://doi.org/10.36366/frontiers.v21i1.306

Four-Phase Practical Inquiry Model

Lee, L. (2011). Blogging: promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3). 87-109.

Marx, S., & Pray, L. (2011). Living and learning in Mexico: Developing empathy for English language learners through study abroad. Race Ethnicity and Education, 14(4), 507–535. https://doi.org/10.1080/13613324.2011.558894

2012_Menard-Warwick Palmer_M

Menard-Warwick, J., & Palmer, D. (2012). Bilingual development in study-abroad journal narratives: Three case studies from a short-term program in Mexico. Multilingua, 31(4). 381-412. https://doi.org/10.1515/multi-2012-0018

2012_Menard-Warwick Palmer_TEQ

Critical discourse analysis

Menard-Warwick, J., & Palmer, D. (2012). Eight versions of the visit to La Barranca: critical discourse analysis of a study-abroad narrative from Mexico. Teacher Education Quarterly, 39(1). 121-138. http://www.jstor.com/stable/23479565

Olson, J. E., & Lalley, K. (2012). Evaluating a Short-Term, First-Year study abroad program for business and engineering undergraduates: Understanding the student learning experience. Journal of Education for Business, 87(6), 325–332. https://doi.org/10.1080/08832323.2011.627889

Shively, R. L. (2013). Out-of-class interaction during study abroad. Spanish in Context, 10(1), 53–91. https://doi.org/10.1075/sic.10.1.03shi

Coding for pre-determined concepts

Trentman, E. (2013). Imagined communities and language learning during study abroad: Arabic learners in Egypt. Foreign Language Annals, 46(4), 545–564. https://doi.org/10.1111/flan.12054

Covert, H. H. (2014). Stories of personal agency. Journal of Studies in International Education, 18(2), 162–179. https://doi.org/10.1177/1028315313497590

Diao, W. (2014). Peer socialization into gendered l2 mandarin practices in a study abroad context: Talk in the dorm. Applied Linguistics, 37(5), 599–620. https://doi.org/10.1093/applin/amu053

Parry, Justin. (2014). Experiences with Study Abroad in Israel: Heritage Status and Hebrew. Hebrew Higher Education. 16. 40–64.

Savage, B. L., & Hughes, H. Z. (2014). How does short-term foreign language immersion stimulate language learning? Frontiers: The Interdisciplinary Journal of Study Abroad, 24(1), 103–120. https://doi.org/10.36366/frontiers.v24i1.339

Du, H. (2015). American college students studying abroad in China: Language, identity, and Self-Presentation. Foreign Language Annals, 48(2), 250–266. https://doi.org/10.1111/flan.12138

Diao, W. (2016). Peer socialization into gendered l2 mandarin practices in a study abroad context: Talk in the dorm. Applied Linguistics, 37(5), 599–620.

Kasun, G. S., & Saavedra, C. M. (2016). Disrupting ELL teacher candidates’ identities: Indigenizing teacher education in one study abroad program. TESOL Quarterly, 50(3), 684–707. https://doi.org/10.1002/tesq.319

All students abroad; students receiving instructor-planned form-focused instruction vs students not receiving instructor-planned form-focused instruction

Lindseth, M. (2016). The effects of Form-Focused instruction on the acquisition of Subject-Verb inversion in German. Foreign Language Annals, 49(1), 10–22. https://doi.org/10.1111/flan.12174

2016_Tonkin Bourgault du Coudray_JRIE

Tonkin, K., & Bourgault Du Coudray, C. (2016). Not blogging, drinking: Peer learning, sociality and intercultural learning in study abroad. Journal of Research in International Education, 15(2), 106–119. https://doi.org/10.1177/1475240916647600

Goldoni, F. (2017). Race, ethnicity, class and identity: Implications for study abroad. Journal of Language, Identity & Education, 16(5), 328–341. https://doi.org/10.1080/15348458.2017.1350922

Lee, S. H., Wu, Q., Di, C., & Kinginger, C. (2017). Learning to eat politely at the Chinese homestay dinner table: Two contrasting case studies. Foreign Language Annals, 50(1), 135–158. https://doi.org/10.1111/flan.12244

Du, H. (2018). The complexity of study abroad: Stories from ethnic minority American students in China. Annual Review of Applied Linguistics, 38, 122–139. https://doi.org/10.1017/s0267190518000065

Fernández, J. (2018). “I think I sound stupid if I try to use those words”: The role of metapragmatic awareness in the study abroad language classroom. Foreign Language Annals, 51(2), 430–454. https://doi.org/10.1111/flan.12345

Gondra, A., & Czerwionka, L. (2018). Intercultural Knowledge Development During Short-Term Study Abroad in the Basque Country: A Cultural and Linguistic Minority Context. Frontiers: The Interdisciplinary Journal of Study Abroad, (3).

Lee, S., & Kinginger, C. (2018). Narrative remembering of intercultural encounters: A case study of language program reintegration after study abroad. The Modern Language Journal, 102(3), 578–593. https://doi.org/10.1111/modl.12505

Liu, Y., & Du, Q. (2018). Intercultural rhetoric through a learner lens: American students’ perceptions of evidence use in Chinese yìlùnwén writing. Journal of Second Language Writing, 40, 1–11. https://doi.org/10.1016/j.jslw.2018.01.001

Quan, T. (2018). Language learning while negotiating race and ethnicity abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 32–46. https://doi.org/10.36366/frontiers.v30i2.410

Walsh, R., & Walsh, M. (2018). In their own words: American students’ perspectives on study abroad experiences. The Humanistic Psychologist, 46(2), 129–146. https://doi.org/10.1037/hum0000083

Harris, V. W., Kumaran, M., Harris, H. J., Moen, D., & Visconti, B. (2019). Assessing multicultural competence (knowledge and awareness) in study abroad experiences. Compare: A Journal of Comparative and International Education, 49(3), 430–452. https://doi.org/10.1080/03057925.2017.1421901

Iizuka, T. (2019). Task-based needs analysis: Identifying communicative needs for study abroad students in Japan. System, 80, 134–142. https://doi.org/10.1016/j.system.2018.11.005

Three groups: (1) Study abroad, (2) Telecollaboration with students in foreign countries, and (3) On-campus language study

Lee. J. & Song, J. (2019). Developing intercultural competence through study abroad, telecollaboration, and on-campus language study. Language Learning & Technology, 23(3). 178-198. http://hdl.handle.net/10125/44702

Lussier, K.O., Assaf, L.C., & Hoff, M.A. (2019). A “Literacy Awakening”: The Role of Study Abroad and International Service Learning for Preservice Teachers’ Literacy Engagement. Fire: Forum for International Research in Education, 5(2). 47-65.

Quan, T. (2019). Competing identities, shifting investments, and l2 speaking during study abroad. L2 Journal, 11(1). https://doi.org/10.5070/l20038633

Comstock, L., & Kagan, O. E. (2020). The heritage language learner in study abroad programs: Challenges to achieving intercultural competence. Journal of Language, Identity & Education, 19(6), 428–442. https://doi.org/10.1080/15348458.2020.1726752

Kaneria, A. J., Kasun, G. S., & Trinh, E. (2020). I am enough: A decolonial journey of conocimiento. Journal of Latinos and Education, 1–19. https://doi.org/10.1080/15348431.2020.1861547

Examined for multidialectal and/or multilingual translanguaging practices

Al Masaeed, K. 2020. ‘Translanguaging practices in L2 Arabic study abroad: Beyond monolingual ideologies in institutional talk,’ The Modern Language Journal 104: 250–66.

Song, J. (2020). The effects of a short-term study abroad program on developing students’ intercultural competence and oral proficiency. Linguistic Research, 37(0), 1-29.

Abraham, S. (2021). Crafting a pedagogical third space in a transnational teacher education project. Teaching and Teacher Education, 97, 103207. https://doi.org/10.1016/j.tate.2020.103207

L2 vs L1 learners

Discourse analysis

Diao, W., & Chen, C. (2021). L2 use of pragmatic markers in peer talk: Mandarin utterance-final particles. International Review of Applied Linguistics in Language Teaching, 0(0). https://doi.org/10.1515/iral-2020-0148

Fernández, L. (2021). Teaching the concept of typified situation to promote foreign language interaction in classroom instruction and study abroad. System, 98, 102473. https://doi.org/10.1016/j.system.2021.102473

Lee, S. H. (2021). History in Person: A Longitudinal Study of a Language Learner’s Experience at Home and Abroad. Applied Linguistics, 42(4), 692-719.

2021_Quan Menard-Warwick_MLJ

Quan, T., & Menard–Warwick, J. (2021). Translingual and transcultural reflection in study abroad: The case of a Vietnamese‐American student in Guatemala. The Modern Language Journal, 105(1), 355–370. https://doi.org/10.1111/modl.12701

Stephanie M. Knouse (2022) Leveraging the Camino de Santiago: promoting intentional reflection and group cohesion during study abroad, Reflective Practice, 23:2, 203-218, DOI: 10.1080/14623943.2021.2003318

Appropriateness rating

Al Masaeed, K. (2022). Bidialectal Practices and L2 Arabic Pragmatic Development in a Short-Term Study Abroad. Applied Linguistics, 43(1), 88-114.