Mapping Interaction in Short-Term Study Abroad

Abstract The variability of speaking proficiency outcomes in study abroad (SA) is often thought of as confounding, as conclusions regarding even the most basic assumptions are not agreed upon. While instruments such as language contact and social network surveys shed light on target language engagement, comparisons across studies are often obscured by individual differences, SA program variability, and differences in study design and instruments. Qualitative approaches to understanding learners’ contexts for interaction can provide a fuller picture of what actually occurs during SA. From an interactionist perspective centering learners’ reflections about their interactions in journals, this article presents ten university students’ experiences in an eight-week language program in Turkey. The program’s unstructured nature (no language pledge or homestay) allowed for diverse interactional patterns to emerge. Findings highlight the central role of service encounters in providing learner access to speaking opportunities.