The studyfocussed to understand the impact of semester long and year long study abroad program on students enrolled in a French language class. The American university Center of Provence (AUCP) designed a study abroad program. The program was targetting to help students develop intercultural skills while studying abroad. Students either participated in a semester long or a year long study abroad program. They were required to have high intermediate or advanced level of laguage skills, they were mentored by faculty while studying abroad and were required in pre-training prior to study abroad and activities during study abroad. The study used two assessment to TEF to assess the language skills of students pre and post the program and IDI to assess the intercultural learning gains. The results of the study demonstrated that students who completed a year long study abroad demonstrated a slightly higher gains in TEF and IDI from pre to post compared to students who participated in a semester long study abroad.

The purpose of the study was to assess the impact of study abroad and curriculum intervention. 86 students participated in this study and showed their willingness to study abroad in a Spanish or French country. The students were randomly distributed into a and Experiment group (E) and Control group (C). So for cohort A, there were 42 students (21-E and 21, C), and for Cohort B there were 44 students (23-E, 23 -C). Students completed two demographic questionnaires. Other instruments used for the study were the IDI, Strategies Inventory for Learning Center (SILC), Language Strategy Survey (LSS), Speech Act measure of Language Scale (SALS), E-journals, and interviews. It is important to note that E group students were given E-journals and were allowed to participate in interviews. For the pre-test data collection, all the students completed the demographic questionnaire and responded to the instruments. At the end of the session, only E group students were requested to stay back and their role in the project. The E group students were provided constant guidance, and also they responded to weekly e-journals. In the post-test all the students responded to the instruments, and only E group students participated in the interview. The results of the study demonstrated that students in both groups demonstrated a statistically significant decrease in reversal and a statistically significant increase in acceptance-adaptation scales. Students also demonstrated a statistically significant increase in the overall DO score. For SILC, students demonstrated a significant increase in the following constructs: interpreting culture, non-verbal communication, and culture shock/coping. For the LSS scale, students demonstrated a significant decrease in structure and vocabulary and reading. Also a significant increase in speaking and listening. Also, there was no significant change reported for IDI, SILC, and LSS for control and experiment group students. Overall the study results were encouraging as students demonstrated an increase in the intercultural sensitivity score measured by IDI. Also, there was an increase in other constructs, such as Speaking and listening, and it also developed the ability to interpret culture, non-verbal communication, and culture shock/coping.

The study assessed the intercultural sensitivity of physician trainees at a US medical Center. The IDI assessment was used to assess the intercultural sensitivity of the trainees. For the purpose of the experiement trainees were divided into three groups, Group 1 comprised on 10 trainees and all the trainees underwent an intervention and behavioral rehersal. The Group 2 consisted of 8 trainees and they just underwent behavioral reharsal and Group 3 was a control group comprising of 6 trainees they were not provided any intervention. The pre-post IDI was conducted to assess the intercultural sensitivity of the trainees for Group 1 and Group 2. Whereas the Group 3 completed only the post test. The t-test was conducted to identify if there was any significant difference in the pre and post test scores of Group1 and Group 2. It was found that in the pre-test scores the groups demonstrated a significant difference in the cognitive adaptation (Group 1 scored higher). but in the post-test there was no significant difference in the scores of group. But it is important to note that Group 2 moved toward ethonocentrism as they demonstrated higher scores for denial and defense, it was also observed that there was a marginal increase in cognitive adaptation and behavioral adaptation scores for the Group 2. The study also confirmed that Group 1 was less ethonocentic and more ethnorelative than Group 2 and Group 3. based on the gender analysis it was identified that female trainees demonstrated higher intercultural sensitivity than male trainees. Overall the study concluded the intervention and behavioral rehersal was effective for the purpose of helping trainees develop intercultural senstivity.