Learning English as a Second Language through a High School Study Abroad Experience

This dissertation examines the effects of cultural immersion on second language acquisition among ESL high school students in study abroad programs. It focuses on two key questions: which language competences are most influenced, and how do engagement and involvement shape learning outcomes? Through a qualitative study using a questionnaire, findings show that oral proficiency and listening skills improve significantly in immersive settings, driven by authentic interaction and social pressure. The study integrates major SLA theories, emphasizing the importance of meaningful input, output, and peer interaction. While benefits like increased fluency and intercultural competence are evident, challenges such as anxiety and linguistic bias also emerge. The dissertation concludes with implications for future research and program design.