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Krashen’s (1981) commonly accepted hypothesis that extensive comprehensible input is necessary for language acquisition has led language educators to promote language immersion through study abroad (SA) as a key context for learning language. However, researchers have discovered a gap between an idealized vision of the SA context and the realities of student engagement during their off campus experiences. While the efficacy of SA for language development has been widely researched (Brecht, et al., 1995; Freed, 1995; Hernández, 2010; Lafford & Collentine, 2006; Magnan & Back, 2007; Mendelson, 2004; Segalowitz & Freed, 2004), university language departments and study abroad programs tend to overestimate the amount of progress a student can make in language skills during study abroad. At the same time, both students and professors tend to underestimate the barriers to language gain, which include a wide range of complex variables such as student motivation (Dörnyei, 1990; Hernández, 2010), living arrangements (Di Silvio, et al., 2014), meaningful interaction with target language (TL) speakers (Allen, 2010), and educational culture (Brecht, et al., 1995). Wilkinson (1998) has noted “that increased nonclassroom interaction in the target language and miraculous linguistic gains are not inevitable in the study-abroad setting” (33). The common belief that substantial gains in TL proficiency are an automatic outcome of time spent in study abroad can no longer be assumed to be true. However, while researchers may recognize these limitations, students still expect to attain extraordinary levels of language growth simply by being immersed in the host country.

Competing priorities: Student perceptions of helps and hindrances to language acquisition during study abroad