In comparative studies focusing on context of learning, the main contexts under investigation have been study abroad (SA), at-home formal instruction (AH), and domestic immersion (IM). With the global status of English and its burgeoning popularity as a medium of instruction in countries where English only holds the status of a lingua franca, a new SA context has emerged. This study compares the L2 learning of English in this new English as a lingua franca study abroad (ELFSA) context to Anglophone SA and AH in terms of oral and written complexity, accuracy, and fluency gains. Participants’ perceptions of contextual differences concerning the amount of language contact, use, development, and their views toward English are also explored qualitatively. Apart from indicating equal development on most CAF measures after a semester, the qualitative findings highlight ELFSA as providing a low-anxiety atmosphere that helps sojourners gain ownership of English. Thus, ELFSA emerges as an appealing study abroad context for future sojourners.

在以学习情境为重点的比较研究中，调查的主要情境是出国留学 (SA)、在家正式教学 (AH) 和国内沉浸 (IM)。随着英语的全球地位及其在英语仅具有通用语地位的国家作为教学媒介语的迅速普及，出现了新的 SA 语境。本研究在口头和书面复杂性、准确性和流利度方面将这种新英语作为通用语言留学 (ELFSA) 语境中的英语二语学习与英语母语国家 SA 和 AH 进行了比较。还定性探讨了参与者对语言接触量、使用量、发展量的语境差异的看法，以及他们对英语的看法。除了在一个学期后表明大多数 CAF 措施的平等发展外，定性研究结果强调 ELFSA 提供了一种低焦虑的氛围，可以帮助旅居者掌握英语。因此，ELFSA 成为吸引未来旅居者的海外留学环境。