The presenter works in a faculty where all the English majors have a compulsory study abroad (SA) for approximately 10 months during their second year. Pursuant to the research, the capacity to speak (CTS) (Humphries, Burns & Tanaka, 2015) of three students during their SA was measured using three methods: (a) reflective diaries, (b) retrospective graphs and (c) two semi-structured interviews. Prior to their sojourn, the students had anticipated speaking to native speakers of English; however, results indicated that monolingual native speakers of English tended to be indifferent interlocutors during the SA. In contrast, participants’ CTS tended to be higher with other L2 English speakers or multilingual L1 English speakers. The leading non-linguistic causes of positive/negative CTS with some speakers included (a) existence of shared cultural values, (b) tolerance/openness of the interlocutor and (c) confidence/anxiety of the participant. The presentation will outline two potential SA solutions. Firstly, an initial period in a partner-university affiliated academic English institute with international students can develop confidence and facilitate integration. Secondly, advanced English majors might consider a dual language SA where they study English in the country of their L3.