This study examined the impact of a four-week American study abroad program on Chinese high school students’ English oral proficiency (EOP), which refers to English listening and speaking skills in this research, and intercultural competence (IC). Three key areas were investigated: (1) the effect on students’ English speaking and listening abilities, (2) the influence on intercultural competence, and (3) the interaction between oral English and cultural competence development. The study involved 18 Grade 11 students, divided into two groups, 9 students in the Study Abroad (SA) group who participated in the U.S. program, and 9 students in the At-Home (AH) group who did not. Additionally, four teachers were involved, with two accompanying the SA group during their four-week stay in the U.S., while the other two remained with the AH group. Quantitative data was collected through questionnaires, IELTS mock and official tests administered before, during, and after the program. Both groups took IELTS tests at four intervals: just before the sojourn, one week after returning, three months after returning, and six months after returning. This data was complemented by qualitative insights gathered from post-program interviews with students and teachers. The results highlighted substantial improvements in IELTS mock and official scores, cultural experiences, and intercultural competence for the SA group compared to the AH group. Furthermore, interview responses underscored enhanced communication confidence, elevated cultural awareness, and the synergistic development of oral English proficiency alongside cultural understanding among the SA group participants. This study demonstrates the transformative potential of study abroad programs to cultivate essential global competencies for international engagement. A comprehensive ‘BRIDGE and SUPPORT’ system is proposed to synergistically enhance oral English skills and intercultural competence through an interdependent, reciprocal process facilitated by targeted interventions before, during, and after immersive study abroad experiences.
Tian et al. (Wed,) studied this question.