"Longitudinal Studies of Second Language Learning: Quantitative Methods and Outcomes provides a how-to guide to choosing, using, and understanding quantitative longitudinal research and sampling methods in second and foreign language learning. This volume will provide readers with exemplary longitudinal studies of language learning outcomes, as well as an overview of widely-used methods of data analysis. Readers will understand how long term data collection processes are organized, archived, and how the data are managed over time prior to analysis. Each of the chapters provide applied researchers with examples of how language learning outcomes gathered over time can be organized into data sets useful for insightful descriptive and inferential analyses oflearning outcomes. As the only edited volume that focuses on longitudinal data analysis specifically for an SLA/applied linguistics readership, this will be an invaluable resource for advanced students and researchers of SLA, applied linguistics, assessment, and education"--
Longitudinal Studies of Second Language Learning: Quantitative Methods and Outcomes provides a how-to guide to choosing, using, and understanding quantitative longitudinal research and sampling methods in second and foreign language learning.
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vii | |
| Introduction: Longitudinal Design and Analyses in Second Language Research |
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1 | (9) |
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1 Introduction: Longitudinal Research Designs |
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10 | (16) |
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2 Approaches to Longitudinal Data Analyses |
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26 | (21) |
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3 Using Extant Data to Assess the Impact of In-Service Foreign Language Proficiency Sustainment Programs at Three US Government Organizations |
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47 | (20) |
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4 Investigating Language Aptitude and Attrition |
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67 | (17) |
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5 Pathways to Proficiency |
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84 | (25) |
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6 Modeling Longitudinal Coherence in a Foreign Language Program |
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109 | (18) |
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7 Factors Affecting Proficiency Outcomes in a Foreign Language Program Over 20 Years |
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127 | (23) |
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8 Curricular Innovation Impact Analysis: Parallel Process Growth Curve Models |
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150 | (21) |
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9 Validating Task-Centered Self-Assessment on Second Language Proficiency Growth: A Cross-Lagged Panel Analysis |
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171 | (23) |
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10 Student Proficiency Development in University Foreign Language Programs |
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194 | (17) |
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| Index |
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211 | |
Steven J. Ross (PhD, University of Hawaii at Mnoa) is Professor of Second Language Acquisition at the University of Maryland, where he teaches research methods, language assessment, and second language acquisition. He has served on the editorial boards of the TESOL Quarterly, Applied Linguistics, Language Testing, Language Assessment Quarterly, and Language Learning. He is co-author of Research Methods for Applied Language Studies (Keith Richards, Steven Ross, and Paul Seedhouse). His chapter, "Mixed Methods in L2 Pragmatics Research," was previously published in The Routledge Handbook of Second Language Acquisition and Pragmatics. He also has a chapter entitled Claims, Evidence, and Interference in Performance Assessment, published in The Routledge Handbook of Language Testing.
Megan C. Masters (PhD, University of Maryland College Park) is Affiliate Faculty with the Second Language Acquisition program and Director of Academic Technology Experience, where she oversees large-scale research programs related to second language learning, program evaluation, learning analytics, teaching, testing, and assessment.
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