Effects of Learning Context and Program Length on L2 Skill Development

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.