Intervening in student learning abroad: a research‐based inquiry

Abstract

This paper summarizes the major conclusions of a four‐year study designed to measure the intercultural and second language learning of more than 1300 US undergraduates enrolled at 61 programs abroad. Focusing on the central research question – whether US students learn effectively when left to their own devices while abroad, or whether students perform better when educators proactively intervene in their learning – the paper identifies a series of program design elements and learner characteristics that are significantly associated with gains in intercultural learning abroad. The Georgetown Consortium study provides significant evidence that most students benefit through enrolling in programs abroad that are intentionally designed to promote their intercultural learning (that is, programs that feature key design features that are strongly associated with student learning). In documenting important gender‐based learning differences (as measured by the pre‐ and post‐test Intercultural Development Inventory, the study’s male students made no more progress in their intercultural learning than did control students at campuses back in the US, while female students did show significant gains), the study also argues that focusing intentionally on learning abroad is especially important for male students.