Study Abroad Research in Second Language Acquisition and International Education

Main information
Editor
ORCID logoRachel L. Shively | Illinois State University | rshivel at ilstu.edu
Assistant Editor
Anne Marie Devlin | University College Cork
Reflecting the growth of international exchange programmes in an educational context, Study Abroad Research in Second Language Acquisition and International Education has as its focus the role of study abroad in language learning and educational development. In the area of language learning, articles explore all facets of second language acquisition during study abroad such as the nature of linguistic development, input engagement and interaction, and the role of contextual, social and socio-biographical factors underpinning the learner’s experience abroad. The journal also explores issues beyond the linguistic, such as the relationship between study abroad and academic, professional, personal and social development. A complementary area of focus is educational policy and planning issues in study abroad exchange programmes within international education. The journal publishes peer-reviewed articles, thematic issues, invited state-of-the-art articles, and short squibs and research reports.

SAR publishes its articles Online First.

ISSN: 2405-5522 | E-ISSN: 2405-5530
DOI logo
https://doi.org/10.1075/sar
Latest articles

6 January 2025

  • Mapping interaction in short-term study abroad: The prevalence of service encounters
    Bianca Brown | SAR 10:1 (2025) pp. 1–39
  • Multidimensional construct of lexical sophistication: The case of non-language majors in the context of English as a lingua franca study abroad
    Sanja Marinov VranješVišnja Pavičić Takač | SAR 10:1 (2025) pp. 123–153
  • Not just quantity but quality: The link between types of target language use and the development of phraseological sophistication during study abroad
    Nathan VandeweerdKlara Arvidsson | SAR 10:1 (2025) pp. 102–122
  • 19 December 2024

  • Language learning, desire, and global power dynamics: Narrative of a Japanese woman studying abroad in the Philippines
    Aika Ishige | SAR 10:1 (2025) p. 75
  • 29 August 2024

  • Words worth noticing: Attention to lexicon, private languaging, and student L2 journals in a study abroad context
    Richard Feddersen, John L. PlewsKim Misfeldt | SAR 10:1 (2025) pp. 40–74
  • 21 May 2024

  • L2 interactional competence in a short-term service-learning and study abroad program
    Dale A. KoikeCecilia Tocaimaza-Hatch | SAR 9:2 (2024) pp. 157–187
  • “It’s like I got a new pair of glasses”: Reflections on sense of self, home, and belonging among transnational students in short-term study abroad programs
    Mareike Müller | SAR 9:2 (2024) pp. 188–216
  • 14 May 2024

  • The complex L2 self: Chinese study abroad students’ EFL motivations through the lens of neoliberalism and Neo-Confucianism
    Jordan CarolanAnne Marie Devlin | SAR 9:2 (2024) pp. 245–281
  • Oral proficiency gains of study abroad students before and during the COVID-19 pandemic: A matched samples analysis
    Sybille Heinzmann, Robert Hilbe, Kristina EhrsamLukas Bleichenbacher | SAR 9:2 (2024) pp. 127–156
  • 13 May 2024

  • Introducing regression discontinuity design to applied linguistics: The case of Japanese government study-abroad scholarships
    Miyuki Sasaki, Yuki Higuchi, Makiko Nakamuro, Carsten RoeverTomoko Yashima | SAR 9:2 (2024) pp. 217–244
  • 9 February 2024

  • When heritage speakers study in their heritage countries: An exploration of identity dynamics and their implications for study abroad program success
    Paola Guerrero-Rodriguez, Diego Pascual y CaboJosh Prada | SAR 9:1 (2024) pp. 1–25
  • The effects of study abroad on L2 vocabulary development: A meta-analysis
    Emre Güvendir, Judith BorràsMeltem Acar Güvendir | SAR 9:1 (2024) pp. 26–51
  • Adjust or crumble while studying abroad: The power of grit, cultural intelligence, and critical reflection
    J. Kline Harrison, Holly BrowerNelson C. Brunsting | SAR 9:1 (2024) pp. 52–75
  • Learners’ beliefs about English language learning: The case of Korean college students sojourning in the United States
    Hyun-Sook Kang | SAR 9:1 (2024) pp. 76–99
  • Do students carry their home in their pocket? Influence and impact of smartphone usage on the attachment to or detachment from family and friends during study abroad
    Aurore Mroz | SAR 9:1 (2024) pp. 100–126
  • 5 October 2023

  • The changing landscape of heritage language learners abroad: Current research and future directions
    Angela George | SAR 8:2 (2023) pp. 177–196
  • Spanish heritage speakers as pre-departure conversation partners: Enriching study abroad for students from diverse backgrounds
    Silvia Marijuan | SAR 8:2 (2023) pp. 259–290
  • A mí no me gusta España mucho” vs. “Yo quiero ir a toda España, me encanta España: Heritage speakers and their receptiveness to Spain and Peninsular Spanish
    Meghann M. Peace | SAR 8:2 (2023) pp. 197–229
  • “Being myself in Spanish”: A heritage speaker’s evolving pragmatic choices and awareness during study abroad
    Rebecca Pozzi, Chelsea EscalanteTracy Quan | SAR 8:2 (2023) pp. 230–258
  • Chinese heritage speakers as language brokers in internship abroad
    Yi WangWenhao Diao | SAR 8:2 (2023) pp. 291–313
  • 30 March 2023

  • Studying abroad during and before the COVID-19 pandemic: A comparison of target language use and self-reported linguistic progress
    Klara Arvidsson | SAR 8:1 (2023) pp. 1–23
  • L2 learning and religious communities of practice in study abroad
    Laura C. Edwards | SAR 8:1 (2023) pp. 24–49
  • Returning to a new normal: Social and mental adaptation of study abroad returnees during the first wave of the COVID-19 pandemic
    Sybille Heinzmann, Robert Hilbe, Lukas BleichenbacherKristina Ehrsam | SAR 8:1 (2023) pp. 50–75
  • Learning how to request in German during stay abroad
    Denise Kaltschütz | SAR 8:1 (2023) p. 76
  • Lexical development of Spanish heritage and L2 learners in a study abroad setting
    Laura Marqués-PascualIrene Checa-García | SAR 8:1 (2023) pp. 115–141
  • “You just picked it up”: The relationship between informal language contact and phrasal verb knowledge among international students in the United Kingdom
    Siyang ZhouJessica Briggs Baffoe-Djan | SAR 8:1 (2023) pp. 142–176
  • 3 October 2022

  • Blogging for intercultural communicative competence in study abroad programs: All breadth, no depth?
    Roswita Dressler, Katherine CrossmanColleen Kawalilak | SAR 7:2 (2022) pp. 181–203
  • Changes in second-language learners’ oral skills and socio-affective profile following short-term study abroad to Japan
    Debra M. HardisonTomoko Okuno | SAR 7:2 (2022) pp. 204–239
  • Visualizing language learning environments beyond the classroom in study abroad: Exploring learners’ perceptions and self‑awareness of learning experiences
    Mayumi Kashiwa | SAR 7:2 (2022) pp. 240–272
  • Evaluating pretravel study-abroad instruction utilizing curricular intervention and customized assessment
    Raychel Vasseur, Thanh Duc BuiPaul W. Paré | SAR 7:2 (2022) pp. 273–299
  • 19 April 2022

  • Commentary
    Naoko Taguchi | SAR 7:1 (2022) pp. 176–180
  • Spanish and English compliment responses in discourse: An investigation of cross-cultural and L2 pragmatic norms
    Lori CzerwionkaSydney Dickerson | SAR 7:1 (2022) p. 88
  • Developing spoken requests during UK study abroad: A longitudinal look at Japanese learners of English
    Maria Economidou-KogetsidisNicola Halenko | SAR 7:1 (2022) pp. 23–53
  • Openings and closings in institutionally-situated email requests
    Nicola HalenkoLisa Winder | SAR 7:1 (2022) pp. 54–87
  • Effects of linguistic proficiency on speech act development in L2 Chinese during study abroad
    Shuai Li, Xiaofei Tang, Naoko TaguchiFeng Xiao | SAR 7:1 (2022) pp. 116–151
  • The impact of predeparture instruction on pragmatic development during study abroad: A learning strategies perspective
    Shoichi Matsumura | SAR 7:1 (2022) pp. 152–175
  • Editorial
    Rachel L. Shively | SAR 7:1 (2022) p. 1
  • Second language pragmatic development in study abroad contexts: An introduction
    Ariadna Sánchez Hernández | SAR 7:1 (2022) pp. 2–22
  • 22 September 2021

  • Investigating the impact of a semester-long study abroad program on L2 reading and vocabulary development
    Judith BorràsÀngels Llanes | SAR 6:2 (2021) pp. 276–297
  • Fluctuations in mental well-being during Study Abroad
    Jean-Marc DewaeleLivia Dewaele | SAR 6:2 (2021) pp. 214–243
  • Problematizing heritage language identities: Heritage speakers of Mexican descent studying abroad in Argentina
    Rebecca PozziLina Reznicek-Parrado | SAR 6:2 (2021) pp. 189–213
  • Advanced learners of Spanish abroad: An exploratory study of the development of past tense morphology
    María Victoria SouléCarmen Pérez-Vidal | SAR 6:2 (2021) pp. 244–275
  • 12 March 2021

  • No longer a wacky foreigner: Study abroad, communities of practice, and second language learning
    Laura C. Edwards | SAR 6:1 (2021) p. 91
  • A change of setting: Measuring language use in an overseas immersion context
    Lorenzo García-Amaya | SAR 6:1 (2021) pp. 32–58
  • The impact of a short-term stay abroad on L2 Spanish syntactic complexity development in narratives
    Avizia Y. LongMegan Solon | SAR 6:1 (2021) pp. 163–188
  • Writing development during study abroad: The role of language contact and social networks
    Carola StroblKristof Baten | SAR 6:1 (2021) pp. 124–162
  • Social contact and speech act strategies in a Chinese study abroad context
    Xiaofei Tang, Naoko TaguchiShuai Li | SAR 6:1 (2021) pp. 3–31
  • Who do you hang out with? How Chinese students’ social networks relate to their perceived oral proficiency gains during study abroad experiences
    Yushan XieYongcan Liu | SAR 6:1 (2021) pp. 59–90
  • Editorial
    SAR 6:1 (2021) pp. 1–2
  • 7 October 2020

  • The influence of a study abroad program on Japanese university students’ motivation and the elaboration of motivational L2 selves
    Masanori Matsumoto | SAR 5:2 (2020) pp. 208–229
  • Teaching and learning about Spanish L2 compliments in short-term study abroad
    Montserrat Mir | SAR 5:2 (2020) pp. 230–257
  • Linguistic and motivational changes of a German adolescent student in New Zealand
    Luzia Sauer | SAR 5:2 (2020) pp. 175–207
  • English and internationalization of Korean universities: Emergent multilingual practices and second language learning
    Juyoung Song | SAR 5:2 (2020) pp. 153–174
  • The impact of learning context on L2 Chinese word order structure development: From the beginning
    Yanyin Zhang | SAR 5:2 (2020) pp. 258–280
  • 24 February 2020

  • The role of social networks and intense friendships in study abroad students’ L2 use and speaking development: ERASMUS learners’ perspectives
    Kristof Baten | SAR 5:1 (2020) pp. 15–44
  • Overall L2 proficiency maintenance and development among returning ERASMUS study abroad participants
    Gianna Hessel | SAR 5:1 (2020) pp. 119–152
  • Supporting Erasmus students through integrating reflective practices in the curriculum: The CONNECT project
    Gisela HolfterMaria Rieder | SAR 5:1 (2020) pp. 69–88
  • Erasmus students in an Irish study abroad context: A longitudinal analysis of the use of ‘well’ and ‘like’
    Annarita Magliacane | SAR 5:1 (2020) p. 89
  • Intercultural guidance abroad: Impact on social network formation and L2 self-perceived development
    Ana Maria Moreno BrunaPatrick Goethals | SAR 5:1 (2020) pp. 45–68
  • Study abroad and the Erasmus+ programme in Europe: Perspectives on language and intercultural learning
    Anne Marie Devlin | SAR 5:1 (2020) pp. 1–14
  • 24 July 2019

  • Investigating higher education students’ intercultural readiness for academic mobility
    Diler Aba | SAR 4:2 (2019) pp. 280–304
  • Women students from Saudi Arabia in a study abroad programme: Sociocultural experiences and English proficiency development
    Hassna M. AlfayezJulia Hüttner | SAR 4:2 (2019) pp. 193–223
  • Quantity of target language contact in study abroad and knowledge of multiword expressions: A Usage-Based approach to L2 development
    Klara Arvidsson | SAR 4:2 (2019) pp. 145–167
  • Adult second language learners’ social network development and perceived fluency gain in an intensive English program abroad
    Marie Bejarano, Dan P. Dewey, Wendy Baker-Smemoe, Lynn E. HenrichsenTimothy Hall | SAR 4:2 (2019) pp. 168–192
  • Dialect and identity: US heritage language learners of Spanish abroad
    Angela GeorgeAnne Hoffman-González | SAR 4:2 (2019) pp. 252–279
  • The digital dilemma: L1 and L2 technology use, language learning, and motivation among US university students studying abroad
    Aroline E. Seibert HansonMelisa Dracos | SAR 4:2 (2019) pp. 224–251
  • 28 February 2019

  • The methodological affordances and challenges of using Facebook to research study abroad
    Roswita DresslerAnja Dressler | SAR 4:1 (2019) pp. 126–144
  • Variables affecting the maintenance of L2 proficiency and fluency four years post-study abroad
    Amanda Huensch, Nicole Tracy-Ventura, Judith BridgesJhon A. Cuesta Medina | SAR 4:1 (2019) p. 96
  • “Seriously, I came here to study English”: A narrative case study of a Japanese exchange student in Thailand
    Daisuke Kimura | SAR 4:1 (2019) pp. 70–95
  • The dialects of control and connection in the study abroad homestay
    Celeste KingingerSheng-Hsun Lee | SAR 4:1 (2019) pp. 19–44
  • Language learning and interactional experiences in Study Abroad settings: An introduction to the special issue
    M. Rafael Salaberry, Kate WhiteAlfred Rue Burch | SAR 4:1 (2019) pp. 1–18
  • “As a friend, that’s the one thing I always am very conscious not to do”: Categorization practices in interviews with peers in the host community
    Victoria Surtees | SAR 4:1 (2019) pp. 45–69
  • 12 October 2018

  • Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience
    Monique Bournot-Trites, Sandra Zappa-HollmanValia Spiliotopoulos | SAR 3:2 (2018) pp. 275–309
  • Study-abroad students’ identity and social integration
    Federica Goldoni | SAR 3:2 (2018) pp. 167–190
  • What difference does it make? Examining English proficiency gain as an outcome of participation in ERASMUS study abroad programmes in the UK
    Gianna HesselRobert Vanderplank | SAR 3:2 (2018) pp. 191–219
  • Acquisition, study abroad and individual differences: The case of subject pronoun variation in L2 Spanish
    Bret Linford, Sara ZahlerMelissa Whatley | SAR 3:2 (2018) pp. 243–274
  • Acquisition of formulaic sequences in a study abroad context
    Tracy Quan | SAR 3:2 (2018) pp. 220–242
  • 30 March 2018

  • Self-perceived linguistic progress, target language use and personality development during study abroad
    Klara Arvidsson, June Eyckmans, Alexandra RosiersFanny Forsberg Lundell | SAR 3:1 (2018) pp. 144–166
  • “When you speak to a police officer and (call them) du: Examining the impact of short-term study abroad on Australian students’ awareness of address forms in German
    Rosalind Blood | SAR 3:1 (2018) pp. 117–143
  • Oral language development among Mandarin learners in Chinese homestays
    Wenhao Diao, Anne DonovanMargaret Malone | SAR 3:1 (2018) pp. 32–57
  • Gender marking in written L2 French: Before, during, and after residence abroad
    Amanda EdmondsAarnes Gudmestad | SAR 3:1 (2018) pp. 58–83
  • Leave-taking in Indonesian during short-term study abroad
    Tim Hassall | SAR 3:1 (2018) p. 84
  • Aptitude measures in SLA: Aptitude and achievement measures as predictors of growth in second language proficiency
    Thomas Wagener | SAR 3:1 (2018) pp. 1–31
  • 30 December 2017

  • Duty, desire, and Japaneseness: A case study of Japanese high school study abroad
    Levi Durbidge | SAR 2:2 (2017) pp. 206–239
  • Challenges for study abroad in contemporary Japan: Inward-looking youth or cost-conscious consumers?
    Dawn Grimes-MacLellan | SAR 2:2 (2017) pp. 147–174
  • Linguistic identity changes of Chinese international students in Germany: A pilot study
    Jingyue Maeder-Qian | SAR 2:2 (2017) pp. 240–262
  • L1-L2 speaker interaction in a study abroad setting: Communication strategies, word searches, and intersubjectivity
    Abigail McMeekin | SAR 2:2 (2017) pp. 263–294
  • The American gaze east: Discourses and destinations of US study abroad
    Emma TrentmanWenhao Diao | SAR 2:2 (2017) pp. 175–205
  • Introduction to the special issue: Study Abroad to, from, and within Asia
    John L. PlewsJane Jackson | SAR 2:2 (2017) pp. 137–146
  • 13 July 2017

  • Sleeping with strangers: Dreams and nightmares in experiences of homestay
    Phil Benson | SAR 2:1 (2017) pp. 1–20
  • A language learner’s target language-mediated socializing in an affinity space in the host country: An autoethnography
    Yoshifumi Fukada | SAR 2:1 (2017) pp. 53–79
  • Metapragmatic perceptions in native language vs. lingua franca settings: Does target language status during study abroad make a difference?
    Karen Glaser | SAR 2:1 (2017) pp. 107–131
  • Turkish students and their experiences during a short-term summer visit to the U.S.
    Emre Güvendir | SAR 2:1 (2017) pp. 21–52
  • The personal, linguistic, and intercultural development of Chinese sojourners in an English-speaking country: The impact of language attitudes, motivation, and agency
    Jane Jackson | SAR 2:1 (2017) p. 80
  • The SAREP Project, ‘Study Abroad Research in European Perspective’: A research note on COST Action 15130
    Henry Tyne | SAR 2:1 (2017) pp. 132–135
  • 27 October 2016

  • Individual differences in U.S. study abroad students in Barcelona: A look into their attitudes, motivations and L2 contact
    Kassie A. CiglianaRaquel Serrano | SAR 1:2 (2016) pp. 154–185
  • Studying in a ‘multilingual university’ at home or abroad: Perspectives of home and international students in the Basque Country, Catalonia and Wales
    Josep Maria Cots, Peter GarrettDavid Lasagabaster | SAR 1:2 (2016) pp. 129–153
  • Overseas sojourning as a socioeconomic and cultural development strategy: A context study of the University of the West Indies
    Ian Stuart Craig | SAR 1:2 (2016) pp. 277–304
  • An appraisal of the Language Contact Profile as a tool to research local engagement in study abroad
    Julieta FernandezAnna M. Gates Tapia | SAR 1:2 (2016) pp. 248–276
  • Acquisition of L2 Spanish requests in short-term study abroad
    Todd A. Hernandez | SAR 1:2 (2016) pp. 186–216
  • Linguistic advances and learning strategies in a short-term study abroad experience
    John W. SchwieterGabrielle Klassen | SAR 1:2 (2016) pp. 217–247
  • 3 May 2016

  • Message from the Editor
    SAR 1:1 (2016) pp. 1–3
  • A mixed-methods study of vocabulary-related strategic behaviour in informal L2 contact
    Jessica Grace Briggs | SAR 1:1 (2016) pp. 61–87
  • The language use, attitudes, and motivation of Chinese students prior to a semester-long sojourn in an English-speaking environment
    Jane Jackson | SAR 1:1 (2016) p. 4
  • The short-term homestay as a context for language learning: Three case studies of high school students and host families
    Celeste Kinginger, Qian Wu, Sheng-Hsun LeeDali Tan | SAR 1:1 (2016) pp. 34–60
  • The influence of a short stay abroad experience on perceived foreign accent: An exploratory study beyond the immediate effects
    Àngels Llanes | SAR 1:1 (2016) p. 88
  • Personality changes after the ‘year abroad’? A mixed-methods study
    Nicole Tracy-Ventura, Jean-Marc Dewaele, Zeynep KöylüKevin McManus | SAR 1:1 (2016) pp. 107–127
  • IssuesOnline-first articles

    Volume 10 (2025)

    Volume 9 (2024)

    Volume 8 (2023)

    Volume 7 (2022)

    Volume 6 (2021)

    Volume 5 (2020)

    Volume 4 (2019)

    Volume 3 (2018)

    Volume 2 (2017)

    Volume 1 (2016)

    Board
    Editorial Board
    Gary Barkhuizen | University of Auckland
    ORCID logoAnne Barron | Leuphana University of Lüneburg
    Phil Benson | Macquarie University
    Jennifer Bown | Brigham Young University
    ORCID logoJoseph Collentine | Northern Arizona University
    ORCID logoJosep Maria Cots | University of Lleida
    Robert M. DeKeyser | University of Maryland
    ORCID logoJean-Marc Dewaele | Birkbeck College, University of London
    Dan Dewey | Brigham Young University
    Anwei Feng | University of Nottingham Ningbo
    Martin Howard | University College Cork
    Noriko Iwasaki | Nanzan University
    ORCID logoJane Jackson | The Chinese University of Hong Kong
    Maria Juan-Garau | University of the Balearic Islands
    Celeste Kinginger | Pennsylvania State University
    ORCID logoBarbara A. Lafford | Arizona State University
    Àngels Llanes | University of Lleida
    ORCID logoCarmen Pérez-Vidal | Pompeu Fabra University
    John L. Plews | Saint Mary's University, Canada
    ORCID logoWei Ren | Beihang University
    ORCID logoCristina Sanz | Georgetown University
    ORCID logoNaoko Taguchi | Northern Arizona University
    ORCID logoNicole Tracy-Ventura | West Virginia University
    Subscription Info
    Current issue: 9:2, available as of June 2024
    Next issue: 10:1, expected April 2025

    General information about our electronic journals.

    Subscription rates

    All prices for print + online include postage/handling.

    Online-only Print + online
    Volume 10 (2025): 2 issues; ca. 300 pp. EUR 204.00 EUR 267.00

    Individuals may apply for a special online-only subscription rate of EUR 65.00 per volume.
    Private subscriptions are for personal use only, and must be pre-paid and ordered directly from the publisher.

    Available back-volumes

    Online-only Print + online
    Complete backset
    (Vols. 1‒9; 2016‒2024)
    18 issues;
    2,700 pp.
    EUR 1,693.00 EUR 1,931.00
    Volume 9 (2024) 2 issues; 300 pp. EUR 198.00 EUR 243.00
    Volume 8 (2023) 2 issues; 300 pp. EUR 192.00 EUR 221.00
    Volumes 5‒7 (2020‒2022) 2 issues; avg. 300 pp. EUR 192.00 per volume EUR 217.00 per volume
    Volume 4 (2019) 2 issues; 300 pp. EUR 188.00 EUR 213.00
    Volume 3 (2018) 2 issues; 300 pp. EUR 183.00 EUR 207.00
    Volume 2 (2017) 2 issues; 300 pp. EUR 178.00 EUR 201.00
    Volume 1 (2016) 2 issues; 300 pp. EUR 178.00 EUR 195.00
    Guidelines

    Study Abroad Research in Second Language Acquisition and International Education (SAR)

    1. Authors wishing to submit articles for publication in SAR are requested to do so through the journal’s online submission and manuscript tracking site. All other inquiries should be directed towards the editor by e-mailing the journal at: rshivel at ilstu.edu
    2. Submissions should be prepared according to the Publication Manual of the American Psychological Association (APA) 7th edition. Submissions that do not follow the APA style or that do not correspond to the focus of SAR will be returned to authors without review.
    3. Contributions must be in English. Spelling should be either American English or British English and should be consistent throughout the paper. If not written by a native speaker, it is advisable to have the paper checked by a native speaker prior to submission.
    4. All articles published in this journal are double-blind peer reviewed. Self-identifying citations and references in the article text should either be avoided or left blank when manuscripts are first submitted. Authors are responsible for reinserting self-identifying citations and references when manuscripts are prepared for final submission.
    5. For initial submission, authors should submit their MANUSCRIPT in electronic form in Word only, double-spaced with 3 cm/1 inch margins. While submitting the manuscript, authors must provide a concise and informative title of the article; the name, affiliation, and address of each author; a self-contained abstract in English (100-150 words) that should not contain any undefined abbreviations or unspecified references, and five to ten keywords to be used for indexing purposes.
    6. Submissions should be approximately 8,500 words long.
    7. Upon acceptance, the author will be requested to furnish the FINAL VERSION in electronic form (Word).
    8. Authors are responsible for observing copyright laws when quoting or reproducing material. The copyright of articles published in SAR is held by the publisher. Permission for the author to use the article elsewhere will be granted by the publisher provided full acknowledgement is given to the source.
    9. Authors should provide the final version of the 100-150 word abstract in English.
    10. Papers should be reasonably divided into sections and, if appropriate, subsections. The headings of these subsections should be numbered in Arabic numerals (1.; 1.1.; 1.1.1.). Authors are advised not to use more than three levels of displayed headings.
    11. Line drawings (FIGURES) should be submitted as reproducible originals. They should be numbered consecutively, and appropriate captions should be provided. Reference to any FIGURES should be given in the appropriate place where they should appear.
    12. TABLES should be numbered consecutively and should be referred to in the main text. TABLES should be created with Word’s table function, not as spreadsheets.
    13. NOTES should appear as ENDNOTES and should be concise, kept to a minimum, and numbered consecutively throughout the paper.
    14. REFERENCES in the text should be formatted according to APA style:

      A Work by Two Authors: Name both authors in the signal phrase or in the parentheses each time you cite the work. Use the word “and” between the authors’ names within the text and use the ampersand in the parentheses.

      Research by Wegener and Petty (1994) supports...

      Research supports…. (Wegener & Petty, 1994)

      A Work by Three to Five Authors: List all the authors in the signal phrase or in parentheses the first time you cite the source.

      (Kernis, Cornell, Sun, Berry, & Harlow, 1993)

      In subsequent citations, only use the first author’s last name followed by “et al.” in the signal phrase or in parentheses.

      (Kernis et al., 1993)

      In et al. , et should not be followed by a period.

      Six or More Authors: Use the first author’s name followed by et al. in the signal phrase or in parentheses.

      Harris et al. (2001) argued...

      (Harris et al., 2001)

      Two or More Works in the Same Parentheses: When your parenthetical citation includes two or more works, order them the same way they appear in the reference list, separated by a semi-colon. That means that they are in alphabetical, not chronological order.

      (Berndt, 2002; Harlow, 1983)

      Authors With the Same Last Name: To prevent confusion, use first initials with the last names.

      (E. Johnson, 2001; L. Johnson, 1998)

      Two or More Works by the Same Author in the Same Year: If you have two sources by the same author in the same year, use lower-case letters (a, b, c) with the year to order the entries in the reference list. Use the lower-case letters with the year in the in-text citation.

      Research by Berndt (1981a) illustrated that...

      Book (monograph):

      Montrul, S.A. (2008). Incomplete acquisition in bilingualism. Re-examining the age factor. John Benjamins.

      Dissertation:

      Anderson, B. (2002). The fundamental equivalence of native and interlanguage grammars: Evidence from argument licensing and adjective position (Unpublished doctoral dissertation). Indiana University.

      Book (edited volume):

      Brinton, D., Kagan, O., & Bauckus, S. (Eds.). (2008). Heritage language education. A new field emerging. Routledge.

      Article (in book):

      Bullock, B. E., & Toribio, A. J. (2009). Trying to hit a moving target: On the sociophonetics of code-switching. In L. Isurin, D. Winford, & K. de Bot (Eds.), Multidisciplinary approaches to code switching (pp. 189-206). John Benjamins.

      Articles (in journal):

      Grosjean, F. (1998). Studying bilinguals. Methodological and conceptual issues. Bilingualism, Language and Cognition, 1(2), 131-149. https://doi.org/10.1017/S136672899800025X

      Bobaljik, J. D., & Wurmbrand, S. (2002). Notes on agreement in Itelmen. Linguistic Discovery, 1(1). Retrieved on 27 July 2021 from http://linguistic-discovery.dartmouth.edu

      Electronic, online sources:

      Liberman, M. (2006). Uptalk is not HRT. Language Log, 28 March 2006. Retrieved on 30 March 2006 from http://itre.cis.upenn.edu/~myl/languagelog/archives/002967.html

    15. Authors are kindly requested to check their manuscripts very carefully before submission in order to avoid delays in publication. The first author will receive a PDF file with page proofs for final correction. One set must be returned with corrections by the dates determined by the publication schedule. Any author’s alterations other than typographical corrections in the page proofs may be charged to the author.
    Submission

    Study Abroad Research in Second Language Acquisition and International Education (SAR) offers online submission .

    Before submitting, please consult the guidelines and the Short Guide to EM for Authors.

    If you are not able to submit online, or for any other editorial correspondence, please contact the editor via e-mail: rshivel at ilstu.edu

    Ethics

    John Benjamins journals are committed to maintaining the highest standards of publication ethics and to supporting ethical research practices.

    Authors and reviewers are kindly requested to read this Ethics Statement .

    Please also note the guidance on the use of (generative) AI in the statement.

    Rights and Permissions

    Authors must ensure that they have permission to use any third-party material in their contribution; the permission should include perpetual (not time-limited) world-wide distribution in print and electronic format.

    For information on authors' rights, please consult the rights information page.

    Open Access

    Articles accepted for this journal can be made Open Access through payment of an Article Publication Charge (APC) of EUR 1800 (excl. tax). To arrange this, please contact openaccess at benjamins.nl once your paper has been accepted for publication. More information can be found on the publisher's Open Access Policy page.

    Corresponding authors from institutions with which John Benjamins has a Read & Publish arrangement can publish Open Access without paying a fee. Please consult this list of institutions for up-to-date information on which articles qualify.

    For information about permission to post a version of your article online or in an institutional repository ('green' open access or self-archiving), please consult the rights information page.

    If the article is not (to be made) Open Access, there is no fee for the author to publish in this journal.

    Archiving

    John Benjamins Publishing Company has an agreement in place with Portico for the archiving of all its online journals and e-books.

    Subjects

    Main BIC Subject

    CJ: Language teaching & learning (other than ELT)

    Main BISAC Subject

    FOR000000: FOREIGN LANGUAGE STUDY / General