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Systematic review synthesising the effects of study abroad experience on the development of language fluency.

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Title: Systematic review synthesising the effects of study abroad experience on the development of language fluency.
Authors: Kim, Kyungmin (AUTHOR), Lee, Jang Ho (AUTHOR), Lee, Hansol (AUTHOR)
Source: Oxford Review of Education. Feb2026, Vol. 52 Issue 1, p1-19. 19p.
Subjects: Fluency (Language learning), Second language acquisition, Students, Foreign study, Experimental design, Comparative studies
Abstract: Given the importance of learning contexts in second language (L2) learning, study abroad (SA) has received due attention in the L2 literature, as this context has been proposed to accelerate L2 development. In line with recent efforts to synthesise the effects of SA on L2 learning, the present study reports a meta-analysis of the effects of SA experience on the development of L2 fluency compared to the at-home environment. Our dataset comprised 14 between-group studies, all based on quasi-experimental designs, including a comparison group. The results indicate that the SA context had an overall medium effect (Hedges' g = 0.65, SE = 0.10, 95% CI [0.44, 0.87]) on the development of L2 fluency compared to its at-home counterpart. We also identified several variables related to learner characteristics and SA programme features and further examined their moderating effects on SA. Based on our findings, an in-depth discussion of how these variables are related to the effectiveness of SA was provided, and recommendations for L2 learners and SA researchers involved in SA programmes were proposed. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Systematic review synthesising the effects of study abroad experience on the development of language fluency.
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  Data: <searchLink fieldCode="AR" term="%22Kim%2C+Kyungmin%22">Kim, Kyungmin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Jang+Ho%22">Lee, Jang Ho</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Hansol%22">Lee, Hansol</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Feb2026, Vol. 52 Issue 1, p1-19. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+study%22">Foreign study</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Given the importance of learning contexts in second language (L2) learning, study abroad (SA) has received due attention in the L2 literature, as this context has been proposed to accelerate L2 development. In line with recent efforts to synthesise the effects of SA on L2 learning, the present study reports a meta-analysis of the effects of SA experience on the development of L2 fluency compared to the at-home environment. Our dataset comprised 14 between-group studies, all based on quasi-experimental designs, including a comparison group. The results indicate that the SA context had an overall medium effect (Hedges' g = 0.65, SE = 0.10, 95% CI [0.44, 0.87]) on the development of L2 fluency compared to its at-home counterpart. We also identified several variables related to learner characteristics and SA programme features and further examined their moderating effects on SA. Based on our findings, an in-depth discussion of how these variables are related to the effectiveness of SA was provided, and recommendations for L2 learners and SA researchers involved in SA programmes were proposed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/03054985.2024.2413109
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      – Code: eng
        Text: English
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        PageCount: 19
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    Subjects:
      – SubjectFull: Fluency (Language learning)
        Type: general
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Students
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      – SubjectFull: Foreign study
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      – SubjectFull: Comparative studies
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            – D: 01
              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
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