The Impact of Study Abroad in Francophone Countries on French Proficiency of Nigerian Students

Study abroad experience in francophone countries is widely considered an accelerated pathway to French language proficiency, providing immersive target language exposure unavailable in the Nigerian classroom context. Yet systematic evidence on the proficiency gains, learner experiences, and institutional support structures associated with Nigerian student study abroad in francophone contexts is absent from the literature. This study examines the impact of study abroad experience in francophone African and European countries on the French proficiency and intercultural competence of Nigerian students, drawing on retrospective data from participants at five Nigerian universities. A mixed methods design combined online questionnaires administered to 98 alumni who had completed study abroad programmes ranging from three months to one academic year, with semi-structured interviews of twenty purposively selected participants. Pre-departure and post-return self-rated proficiency data, validated against a subset of participants' formal DELF scores, provided longitudinal competence estimates. Results indicate significant gains across all four language skills, with oral proficiency showing the largest improvement. Intercultural competence scores measured using adapted scales also improved significantly post-return. Students who studied in francophone African countries, particularly Senegal and Cameroon, reported comparable proficiency gains to those in France, with stronger gains in sociolinguistic competence and ECOWAS-relevant professional French. Institutional preparation and post-return integration support were identified as critical enablers of sustained gain. The study recommends formalised bilateral exchange agreements with West African francophone universities and structured reintegration mentorship for returning students. Keywords: study abroad, French proficiency, Nigeria, francophone countries, intercultural competence