The Effects of Study Abroad in the German‐Speaking World: A Research Review

Abstract

Research on learning during study abroad has become a vibrant area within the field of second language acquisition. However, relatively few studies have been published on the outcomes of language and culture learning during study abroad in German-speaking countries. This article (1) critically reviews research on study abroad effects in US and other English-speaking learners of German, and (2) identifies open questions and issues in need of further research. It is hoped that the review will spur more research in this area which in turn may help study abroad program administrators set realistic learning objectives and create optimal learning conditions for their study abroad program participants. The Need for Learning Outcome Assessment during Study Abroad The last two decades have seen an increase in the demand for more accountability in education in the US and abroad (Norris, 2006). Language and culture programs including study abroad (SA) programs have been no exception in this respect (Mills & Norris, in press). SA programs are often asked to better assess and demonstrate students’ learning outcomes, and the programs’ impact on students’ academic achievement, careers, and personal growth (e.g., Gillespie, 2002). Research has demonstrated that not all students that participate in SA