Popular opinion has long assumed that learning a foreign language requires not only traditional classroom instruction but also immersion among native speakers of the language. This opinion is so strongly held that students who study through immersion are believed to become more proficient than those who do not. "Study Abroad Contexts for Enhanced Foreign Language Learning" is a critical scholarly publication that explores the importance and efficacy of international travel in the learning of a second or additional language. Including various topics such as auditory-orthographic training, grammatical ability, and learner autonomy, this book is geared toward academicians, students, and professionals seeking current and relevant research on language acquisition through immersion and its value. This book contains the following chapters: (1) World Language Learning: The Impact of Study Abroad on Student Engagement (Rachel Burns, Donald Rubin, and Michael A. Tarrant); (2) Learning Languages Abroad: The Influence of the Length of Stay on Communicative Competence (Alex Pinar); (3) Learning Chinese: Connections and Comparisons in Study Abroad (Kaishan Kong); (4) Assessing Intercultural Sensitivity and Effectiveness: Adult Learners of Chinese as a L2 (Meihua Liu); (5) Willingness to Communicate: English Language Learners From China in Australian EAP Programs (Feifei Han and Zizhen Wang); (6) Across the Four Domains: Pathway Students' Self-Reported Perceptions of English Proficiency (Donna M. Velliaris); (7) Expatriate Cantonese Learners in Hong Kong: Adult L2 Learning, Identity Negotiation, and Social Pressure (Siu-Lun Lee); (8) Study Abroad Management Programs: Strategies for Enhancing Returns (Neeta Baporikar); (9) Experiential Learning Opportunities: Removing Language Barriers and Maximizing Cultural Immersion (Ping Yang); and (10) The Sojourner's Return: Risks and Challenges of the Study Abroad Experience on Re-Entry (Dzifa A. Attah, Susan Boafo-Arthur, and Ama Boafo-Arthur).