本篇論文旨在透過後設分析法(meta-analysis)整合歷年來海外遊學對第二語言之學習成效相關研究，探討整體效果及不同研究特徵(研究對象、遊學情境因素及實驗設計特徵)對整體海外遊學第二語言學習成效之影響。藉由實施更嚴謹的子研究篩選機制及研究分析方法，針對兩篇相關後設分析研究進行更新及補強。為此，本論文囊括29篇自1995年至2017年間出版之相關文獻，並從其中識別九個影響變項。結果顯示海外遊學能增進第二語言之整體學習成效，尤其，語言學習者在初學階段出國修習語言課程及學科內容課程，並寄宿於當地家庭更能在海外遊學期間增進第二語言學習之成效。具有二到五年第二語言學習經驗的學生更能藉由海外遊學增進第二語言能力。除此，老師及研究員應使用多種測驗模式，以利測出不同程度學生海外遊學之語言學習成效。就國內語言學習課程而言，應著重在語言學習的最佳時長，而非過於冗長的語言學習課程，因此，每周10至20小時授課時數的半密集式國內語言學習課程是更好的選擇。

The present study meta-analyzed existing empirical studies related to the effects of study-abroad language programs in second language acquisition and the moderating effects of some learner characteristics, program factors and methodological features. By establishing a more comprehensive set of inclusion and exclusion criteria and performing a series of methodological moves, the study was set out to update and complement two previous existing meta-analytic studies. To this end, all 29 primary studies published between 1995 and 2017 were retrieved and coded for nine moderator variables. The results indicated a large overall effect of study-abroad language programs. For study-abroad language learners, language acquisition is optimal when learners take formal language courses in addition to content-based courses and living with host families at their beginning proficiency level. Learners with two to five years pre-program training experience can benefit most from study-abroad language programs. In order to fully assess the linguistic gains of learners with different proficiency, teachers and researchers should employ multiple outcome measures for learners. With regard to learners’ domestic language study, language instruction should focus on the optimal length of the whole language learning rather than the prolonged instruction; hence, a semi-intensive domestic program with 10 to 20 instructional hours per week would be the better option.

Allen, H. W., & Herron, C. (2003). A mixed‐methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36(3), 370-385.
Allen, H., Dristas, V., & Mills, N. (2006). Cultural Learning Outcomes and Summer SA. In M. Mantero (Ed.), Identity and second language learning: Culture, inquiry, and dialogic activity in educational contexts (pp.187-214). Charlotte, NC: Information Age Publishing.
Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005). Comprehensive meta-analysis version 2. Englewood, NJ: Biostat, 104.
Brecht, R. D. (1993). Predictors of Foreign Language Gain during Study Abroad. NFLC Occasional Papers.
Brecht, R., Davidson, D., & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. Second language acquisition in a study abroad context, 9, 37.
Brecht, R. D., & Robinson, J. L. (1995). On the value of formal instruction in study abroad. Second language acquisition in a study abroad context, 318-334.
Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. New York: Newbury House.
Byrnes, H., & Maxim, H. H. (2004). Advanced Foreign Language Learning: A Challenge to College Programs. Issues in Language Program Direction. Heinle, 25 Thomson Place, Boston, MA 02210.
Cobb, M. (2010). Meta-analysis of the effectiveness of task-based interaction in form-focused instruction of adult learners in foreign and second language teaching. University of San Francisco.
*Collentine, J. (2004). The effects of learning contexts on morphosyntactic and lexical development. Studies in second language acquisition, 26(2), 227-248.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences Lawrence Earlbaum Associates. Hillsdale, NJ, 20, 26.
Cohen, A. D., & Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91(2), 189-212.
*Cubillos, J., Chieffo, L., & Fan, C. (2008). The impact of short-term study abroad programs on L2 listening comprehension skills. Foreign Language Annals, 41, 157-185.
DeKeyser, R. (Ed.). (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press.
DeKeyser, R. (2010). Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43(1), 80-92.
*Dewey, D. P. (2004). A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Studies in Second Language Acquisition, 26(2), 303-327.
*Dewey, D. P. (2008). Japanese vocabulary acquisition by learners in three contexts. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 127-148
Diao, W. (2017). Between the standard and non-standard: Accent and identity among transnational Mandarin speakers studying abroad in China. System, 71, 87-101.
DuFon, M. A., & Churchill, E. (Eds.). (2006). Language learners in study abroad contexts (Vol. 15). Multilingual Matters.
Dyson, P. (1988). The year abroad. Report for the Central Bureau for Educational Visits and Exchanges, Oxford University Language Teaching Centre.
Ellis, Rod (2003). Task-based Language Learning and Teaching. Oxford, New York: Oxford Applied Linguistics.
France, H., & Rogers, L. (2012). Cuba study abroad: A pedagogical tool for reconstructing American national identity. International Studies Perspectives, 13(4), 390-407.
Freed, B. F. (1990). Language learning in a study abroad context: The effects of interactive and non-interactive out-of-class contact on grammatical achievement and oral proficiency. In J. Atlantic (ed.) Linguistics, Language Teaching and Language Acquisition: The Interdependence of Theory, Practice and Research (pp. 459-477). Georgetown University Round Table on Languages and Linguistics. Washington, DC: Georgetown University Press.
Freed, B. F. (Ed.). (1995). Second language acquisition in a study abroad context (Vol. 9). John Benjamins Publishing.
*Freed, B. F. (1995). What makes us think that students who study abroad become fluent. Second language acquisition in a study abroad context, 9, 123-148.
*Freed, B. F., Segalowitz, N., & Dewey, D. P. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in second language acquisition, 26(2), 275-301.
Gardner R.C. (1979). Social psychological aspects of second language acquisition. Language and social psychology ed. By H. Giles and R. T. St Clair, 193-220. Oxford: Basil Blackwell.
Glass, G. (1976). Primary, secondary, and meta-analysis of research. Education Researcher, 5, 3–8.
Goldschneider, J., & DeKeyser, R. (2005). Explaining the “natural order of L2 morpheme acquisition” in English: A meta-analysis of multiple determinants. Language Learning, 55 (Suppl.), 27–77.
Guntermann, G. (1995). The Peace Corps experience. Second language acquisition in a study abroad context, edited by Barbara F. Freed. 149-169. Philadelphia, PA: John Benjamins.
Halenko, N., & Jones, C. (2017). Explicit instruction of spoken requests: An examination of pre-departure instruction and the study abroad environment. System, 68, 26-37.
Hernández, T. A. (2010). The relationship among motivation, interaction, and the development of second language oral proficiency in a study‐abroad context. The Modern Language Journal, 94(4), 600-617.
Higgins, J. P., & Green, S. (Eds.). (2011). Cochrane handbook for systematic reviews of interventions (Vol. 4). John Wiley & Sons.
Huang, S. F. (2012). Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses (Doctoral dissertation, Texas A & M University).
Huang, S. C. (2015). National identity (re) construction and negotiation and cosmopolitanism in the intercultural study-abroad context: Student sojourners from Taiwan in the UK (Doctoral dissertation, Durham University).
Hunter, J., & Schmidt, F. (2004). Methods of meta-analysis. London: SAGE Publications.
Hymes, D. (1974) Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press
Indefrey, P. (2006). Meta-analysis of hemodynamic studies on first and second language processing: Which suggested differences can we trust and what do they mean? Language Learning, 56, 279–304.
Isabelli, C. (2004). Study abroad for advanced foreign language majors: Optimal duration for developing complex structures. Advanced foreign language learning: A challenge to college programs, 114-130.
*Isabelli‐García, C. (2010). Acquisition of Spanish gender agreement in two learning contexts: Study abroad and at home. Foreign Language Annals, 43(2), 289-303.
*Jiménez-Jiménez, A. F. (2010). A Comparative Study on Second Language Vocabulary Development: Study Abroad vs Classroom Settings. Frontiers: The Interdisciplinary Journal of Study Abroad, 19, 105-123.
*Jochum, C. J. (2014). Measuring the Effects of a Semester Abroad on Students' Oral Proficiency Gains: A Comparison of At-Home and Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 24, 93-104.
Keck, C., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S. (2006). Investigating the empirical link between task-based interaction and acquisition. In J. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 91–131). Amsterdam: Benjamins.
Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Springer.
Knight, S. M., & Schmidt‐Rinehart, B. C. (2002). Enhancing the homestay: Study abroad from the host family's perspective. Foreign Language Annals, 35(2), 190-201.
Konstantopoulos, S., & Hedges, L. (2004). Meta-analysis. In D. Kaplan (Ed.), The SAGE handbook of quantitative methodology for the social sciences (pp. 281–297). London: SAGE Publications.
Lafford, B. (1995). Getting into, through, and out of a survival situation: A comparison of communicative strategies used by students studying Spanish. In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 97-122). Philadelphia: John Benjamins.
*Lafford, B.A. (2004). The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. Studies in Second Language Acquisition, 26(2), 201-225.
Lafford, B. A. (2006). The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In C. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp. 1–25). Somer-ville, MA: Cascadilla Proceedings Project.
Lapkin, S., Hart, D., & Swain, M. (1995). A Canadian interprovincial exchange: Evaluating the linguistic impact of a three-month stay in Quebec. In B. Freed (ed.) Second language acquisition in a study abroad context (pp. 67-94). Amsterdam/Philadelphia: Benjamins.
Law, M. E. (2003). A case study of study abroad: University students learning Spanish in context. PhD thesis, University of South Alabama, 2002. Dissertation Abstracts International-A 63 (7), 2514.
*Li, L. (2014). Language Proficiency, Reading Development, and Learning Context. Frontiers: the Interdisciplinary Journal of Study
Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage Publications, Inc.
*Llanes, À. (2012). The short-and long-term effects of a short study abroad experience: The case of children. System, 40(2), 179-190.
*Llanes, À., & Muñoz, C. (2013). Age effects in a study abroad context: Children and adults studying abroad and at home. Language Learning, 63(1), 63-90.
*Llanes, À., Mora, J. C., & Serrano, R. (2017). Differential effects of SA and intensive AH courses on teenagers' L2 pronunciation. International Journal of Applied Linguistics, 27(2), 470-490.
Magnan, S., & Back, M. (2006). Requesting help in French: Developing pragmatic features during study abroad. Insights from study abroad for language programs, 22-44.
*Marqués‐Pascual, L. (2011). Study abroad, previous language experience, and Spanish L2 development. Foreign Language Annals, 44(3), 565-582.
*Martinsen, R. A., Baker, W., Bown, J., & Johnson, C. (2011). The benefits of living in foreign language housing: The effect of language use and second‐language type on oral proficiency gains. The Modern Language Journal, 95(2), 274-290.
McMeekin, A. L. (2004). NS-NNS negotiation and communication strategy use in the host family versus the study abroad classroom. (Doctoral Dissertation, University of Hawaii).
Milton, J., & Meara, P. (1995). How periods abroad affect vocabulary growth in a foreign language. ITL-International Journal of Applied Linguistics, 107(1), 17-34.
*Muñoz, C., & Llanes, Á. (2014). Study abroad and changes in degree of foreign accent in children and adults. The Modern Language Journal, 98(1), 432-449.
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417-528.
Norris, J., & Ortega, L. (Eds.) (2006). Synthesizing research on language learning and teaching. Amsterdam: Benjamins.
*O'Brien, I., Segalowitz, N., Freed, B., & Collentine, J. (2007). Phonological memory predicts second language oral fluency gains in adults. Studies in Second Language Acquisition, 29(4), 557-581.
Oswald, F. L., & Plonsky, L. (2010). Meta-analysis in second language research: Choices and challenges. Annual Review of Applied Linguistics, 30, 85-110.
Paige, R. M., Cohen, A. D., & Shively, R. (2004). Assessing the impact of a strategies-based curriculum on language and culture learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 253-276.
Regan, V. (1995). The acquisition of sociolinguistic native speech norms. Second language acquisition in a study abroad context, 245267.
Regan, V., Howard, M., & Lemée, I. (2009). The acquisition of sociolinguistic competence in a study abroad context (Vol. 40). Multilingual Matters.
Rehner, K., & Mougeon, R. (2003). The effect of educational input on the development of sociolinguistic competence by French immersion students: The case of expressions of consequence in spoken French. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 259-281.
*Ren, W. (2015). L2 pragmatic development in study abroad contexts. Peter Lang AG, Internationaler Verlag der Wissenschaften.
Rivers, W. P. (1998). Is being there enough? The effects of homestay placements on language gain during study abroad. Foreign Language Annals, 31(4), 492-500.
Ryan, J. M., & Lafford, B. A. (1992). Acquisition of lexical meaning in a study abroad environment: Ser and estar and the Granada experience. Hispania, 75(3), 714-722.
*Sasaki, M. (2007). Effects of study‐abroad experiences on EFL writers: A multiple‐data analysis. The Modern Language Journal, 91(4), 602-620.
*Sasaki, M. (2011). Effects of varying lengths of study‐abroad experiences on Japanese EFL students' L2 writing ability and motivation: A Longitudinal Study. TESOL quarterly, 45(1), 81-105.
Schmidt, F. L., & Hunter, J. E. (2004). Methods of meta-analysis: Correcting error and bias in research findings. Sage publications.
Schmidt‐Rinehart, B. C., & Knight, S. M. (2004). The homestay component of study abroad: Three perspectives. Foreign Language Annals, 37(2), 254-262.
*Segalowitz, N., & Freed, B.F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(2), 173-199.
*Segalowitz, N., Freed, B., Collentine, J., Lafford, B., Lazar, N., & Díaz-Campos, M. (2004). A comparison of Spanish second language acquisition in two different learning contexts: Study abroad and the domestic classroom. Frontiers: The interdisciplinary journal of study abroad, 10, 1-18.
*Serrano, R., Llanes, À., & Tragant, E. (2011). Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39(2), 133-143.
*Serrano, R., Llanes, À., & Tragant, E. (2016). Examining L2 development in two short-term intensive programs for teenagers: Study abroad vs. “at home”. System, 57, 43-54.
*Stevens, J. J. (2002). The acquisition of L2 Spanish pronunciation in a study abroad context.
*Taguchi, N. (2011). The Effect of L2 Proficiency and Study‐Abroad Experience on Pragmatic Comprehension. Language Learning, 61(3), 904-939.
Thomas, M. (1994). Assessment of L2 proficiency in second language acquisition research. Language Learning, 44(2), 307-336.
Trenchs-Parera, M. (2009). Effects of formal instruction and a stay abroad on the acquisition of native-like oral fluency. Canadian Modern Language Review, 65(3), 365-393.
*Vande Berg, M. V., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown consortium project: Interventions for student learning abroad. Frontiers: The interdisciplinary journal of study abroad, 18, 1-75.
Varela, O. E. (2017). Learning Outcomes of Study-Abroad Programs: A Meta-Analysis. Academy of Management Learning & Education, 16(4), 531-561.
Wilkinson, S. (2002). The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal, 86(2), 157-173.
Wilkinson, S. (2006). Insights from study abroad for language programs. Thomson Heinle.
Yang, J. S. (2016). The effectiveness of study-abroad on second language learning: A meta-analysis. Canadian Modern Language Review, 72(1), 66-94.
*Yashima, T., & Zenuk-Nishide, L. (2008). The impact of learning contexts on proficiency, attitudes, and L2 communication: Creating an imagined international community. System, 36(4), 566-585.