Effects of Learning Context and Program Length on L2 Skill Development

Yuan Lu; Chuanren Ke

doi:10.1111/modl.70085

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Effects of Learning Context and Program Length on L2 Skill Development

Journal article

Open access

Peer reviewed

Effects of Learning Context and Program Length on L2 Skill Development

Yuan Lu and Chuanren Ke

The Modern language journal (Boulder, Colo.)

07/27/2026

DOI: 10.1111/modl.70085

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Abstract

This study investigated the effects of learning context (study abroad versus at home) and program length (summer versus semester) on the development of four language skills among learners of Chinese as a second language (L2). A total of 725 L2 Chinese learners completed standardized proficiency tests before and after participating in their respective programs. The results revealed that instructional intensity combined with immersive learning experiences, rather than learning context or program length alone, played a critical role in shaping L2 skill development. Intensive summer at‐home programs incorporating immersive features produced gains comparable to those of study‐abroad programs in speaking and listening and even greater gains than semester‐long study‐abroad programs in reading. Grammar development benefited from both study‐abroad contexts and shorter intensive programs, with summer study‐abroad programs in China consistently demonstrating the greatest gains. Overall, the four language skills exhibited distinct developmental patterns in response to specific contextual and instructional affordances. These findings have important implications for language program design and L2 instruction.

instructional design

L2 Chinese

learning context

program type

skill development

UIOWA OA Agreement

Details

Title: Subtitle: Effects of Learning Context and Program Length on L2 Skill Development
Creators: Yuan Lu - Indiana University Bloomington
Chuanren Ke - University of Iowa
Resource Type: Journal article
Publication Details: The Modern language journal (Boulder, Colo.)
DOI: 10.1111/modl.70085
ISSN: 0026-7902
eISSN: 1540-4781
Publisher: Wiley
Grant note: Henry Luce Foundation
This study was part of a larger research project funded by the Henry Luce Foundation. Project title: Second language acquisition of Chinese: Progress trajectories and effects of learning context. Principal Investigator (PI): Chuanren Ke.
Language: English
Electronic publication date: 07/27/2026
Academic Unit: Languages, Linguistics, Literatures, and Cultures
Record Identifier: 9985215013502771

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