This study examines the efficacy of academic preparatory course interventions on the success rates of foreign language learning. Specifically, this study assesses the Defense Language Institute Foreign Language Center’s (DLIFLC) Introduction to Language Studies (ILS) preparatory course for its overall efficacy regarding success at language learning. Success for DLIFLC language learners is defined as achievement of at least the minimum acceptable score on the Defense Language Proficiency Test (DLPT) administered as an exit examination to all DLIFLC students upon completion of their language training. This study utilizes archival data generated by students attending basic foreign language programs in Arabic, Chinese, Korean, Russian, Persian, Serbian and Spanish languages during academic year 2005. Assessment of ILS’s efficacy is performed by comparing rates of academic attrition for students who have attended the ILS preparatory course with academic attrition rates of those who have not. Comparisons across languages, and also by each specific language, reveals the impact of the ILS preparatory course on academic attrition.

Through the examination of academic attrition rates of students who have completed study in various categories and difficulties of languages at DLIFLC, the efficacy of ILS as an educational intervention can be determined. By utilizing a cross-sectional approach to data collection that captures information from students in seven of the most highly attended DLIFLC programs, results can be extended to other DLIFLC and civilian institution foreign language programs offering learning interventions as a mitigating tool for academic difficulties faced by students in their foreign language programs.