Document Type
Article
Publication Title
Language Learning Journal
Abstract
The number of students embarking on a study abroad experiencecontinues to grow steadily. A new setting for study abroad in Englishhas developed recently where students may be studying in anenvironment where English is used as a lingua franca but is not anofficial language of the country. This setting is referred to as English asa lingua franca study abroad or ELFSA (Köylü 2016). The present studyexplores the outcomes that may arise from participating in an ELFSAprogramme and it compares the merits of this type of context to thosearising from traditional, anglophone settings. Using a written task and aproficiency test, the L2 gains of 48 Catalan/Spanish undergraduates,learners of English as an L2, were investigated before and after theirinternational stay in either an anglophone country (n = 29) or a non-Anglophone (n = 19) one. Results show that students improved on thefour measures investigated and no differences were found between thegroups in terms of their L2 gains.
First Page
414
Last Page
425
DOI
https://doi.org/10.1080/09571736.2023.2193581
Publication Date
2024
Recommended Citation
Borràs, J. (2023). Comparing L2 learning outcomes in traditional and English as a lingua franca study abroad contexts. The Language Learning Journal, 52(4), 414–425. https://doi.org/10.1080/09571736.2023.2193581