Exploring patterns of L2 development in study abroad
Insights from cluster analysis
Bibliographic Data
| ID | 11989790 |
|---|---|
| Authors | Zeynep Köylü (0000-0003-1236-4242, University of Basel, corresponding author) |
| Year | 2026 |
| Volume | 139 |
| Pages | 104014-104014 |
| Publication date | 2026-03-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2026.104014 |
| OpenAlex | W7133238803 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
Sojourn contexts have been favored due to authentic exposure to target language through meaningful interactions. Through a cluster analysis, this study explores patterns of written L2 development in advanced learner English during a semester-long study abroad (SA) program in an anglophone country. Addressing the criticism towards drawing conclusions through aggregated group means, the current study also accounts for issues of ergodicity to help clusters of participants with similar language learning behavior emerge in a data-driven approach. Focusing on syntactic and lexical complexity, as well as formulaicity through holistic and quantifiable measures, this study explores the developmental trajectories of 26 tertiary-level L1 Catalan/Spanish bilingual sojourners who produced a diary entry per week throughout their study abroad semester. The results of the analysis yielded two clusters. Cluster-1 improved holistic proficiency, lexical diversity, and formulaicity, while Cluster-2 had greater gains on syntactic complexity and quantifiable formulaic measures. Results indicate that sojourners with higher initial proficiency scores tended to refine lexical and formulaic aspects, whereas those with a lower proficiency indicated stronger development on syntactic properties of their written performance. These results provide insights into written L2 development after reaching a relatively advanced level of proficiency, which is often not assumed to allow for further growth. The study highlights the importance of designing targeted SA programs that accommodate the specific developmental needs of learners based on their initial proficiency levels
Cluster (spacecraft · Language acquisition · Language development · Language proficiency · Lexical item · Second language · Study abroad · EFL/ESL Teaching and Learning · International Student and Expatriate Challenges · Second Language Learning and Teaching
Cluster Analysis
Anglophone Students Abroad
Assessing the Validity of Lexical Diversity Indices Using Direct Judgements
Defining and operationalising L2 complexity
MTLD, vocd-D, and HD-D
L2 Learner Production and Processing of Collocation
Variability in Second Language Development From a Dynamic Systems Perspective
A dynamic usage based perspective on L2 writing
NbClust
The Role of the Linguistic Environment in Second Language Acquisition
Dynamic Patterns in Development of Accuracy and Complexity
Towards an Organic Approach to Investigating CAF in Instructed SLA
A dynamic usage-based analysis of L2 written complexity development of sojourners
Measuring Longitudinal Writing Development Using Indices of Syntactic Complexity and Sophistication
Comparing the longitudinal development of phraseological complexity across oral and written tasks
Learning English in Today’s Global World
System mapping simplex spaces
Disambiguating Complexity
Automatic analysis of syntactic complexity in second language writing
Changes in interlanguage complexity during study abroad
Examining L2 development in two short-term intensive programs for teenagers
The phraseological dimension in interlanguage complexity research
Documenting L2 input and interaction during study abroad
Contexts and pragmatics learning
Oral Fluency, Accuracy, and Complexity in Formal Instruction and Study Abroad Learning Contexts
Phraseological Use and Development During a Stay Abroad
Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries
Age Effects in a Study Abroad Context
Individual Differences and the Ergodicity Problem
Peer Interaction Dynamics and Second Language Learning Trajectories During Study Abroad
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |