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Sojourn contexts have been favored due to authentic exposure to target language through meaningful interactions. Through a cluster analysis, this study explores patterns of written L2 development in advanced learner English during a semester-long study abroad (SA) program in an anglophone country. Addressing the criticism towards drawing conclusions through aggregated group means, the current study also accounts for issues of ergodicity to help clusters of participants with similar language learning behavior emerge in a data-driven approach. Focusing on syntactic and lexical complexity, as well as formulaicity through holistic and quantifiable measures, this study explores the developmental trajectories of 26 tertiary-level L1 Catalan/Spanish bilingual sojourners who produced a diary entry per week throughout their study abroad semester. The results of the analysis yielded two clusters. Cluster-1 improved holistic proficiency, lexical diversity, and formulaicity, while Cluster-2 had greater gains on syntactic complexity and quantifiable formulaic measures. Results indicate that sojourners with higher initial proficiency scores tended to refine lexical and formulaic aspects, whereas those with a lower proficiency indicated stronger development on syntactic properties of their written performance. These results provide insights into written L2 development after reaching a relatively advanced level of proficiency, which is often not assumed to allow for further growth. The study highlights the importance of designing targeted SA programs that accommodate the specific developmental needs of learners based on their initial proficiency levels.
Zeynep Köylü (2026) studied this question.