The Longitudinal Study of Advanced L2 Capacities

Ortega, Lourdes; Byrnes, Heidi

doi:10.4324/9780203871652

Cited by 55 publications

(36 citation statements)

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“…Few systematic efforts have been made to examine the way L2 development progresses in instructional settings during a period of task-based instruction, to explore the differential effects of task on L2 development, or the kind of timescale within which development can be evident (for a full discussion see Ortega & Byrnes, 2008).…”

Section: Introductionmentioning

confidence: 99%

L2 development in an intensive Study Abroad EAP context

Tavakoli

2018

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The current study's main aim was to examine development of L2 proficiency over a short period of time by adopting an analytic framework that balances out the strengths and limitations of the existing Complexity, Accuracy, Lexis and Fluency (CALF) framework of linguistic measurement. CALF indices and discourse markers were used to analyse development of proficiency among participants on an intensive EAP course in a Study Abroad context. To investigate the differential rates of development in two different task types, gains in various aspects of proficiency were examined. The results suggest that some CALF measures adequately demonstrate L2 development over a one-month period. Discourse markers provide evidence of L2 development beyond CALF, and add a new dimension to investigating and measuring L2 development. The differences in L2 development indicated in monologic and dialogic performances imply that specific measures of analysis are more suitable to characterize development in different task types.

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Section: Introductionmentioning

confidence: 99%

L2 development in an intensive Study Abroad EAP context

Tavakoli

2018

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“…Second, because “time is the fundamental predictor in every study of change,” researchers need to carefully define and measure time “reliably and validly in a sensible metric” (Singer & Willett, 2003, p. 10; cf. Ortega & Byrnes, 2008b; Ortega & Iberri-Shea, 2005). As Ortega and Byrnes (2008b) cautioned, some conceptualizations that rely on “biological and institutional time scales” (p. 37) may not be appropriate when examining L2 development over time (cf.…”

Section: Design Considerations and Issuesmentioning

confidence: 99%

“…Ortega & Byrnes, 2008b; Ortega & Iberri-Shea, 2005). As Ortega and Byrnes (2008b) cautioned, some conceptualizations that rely on “biological and institutional time scales” (p. 37) may not be appropriate when examining L2 development over time (cf. Ortega & Iberri-Shea, 2005).…”

Section: Design Considerations and Issuesmentioning

confidence: 99%

“…A third consideration is the temporal design (Collins, 2006) of the study; that is, the duration of the study as well as the timing (when), number (how many), frequency (how often), duration (for how long), and spacing of measurement occasions (how long between occasions) (Collins, 2006; de Vaus, 2001; Hofer et al, 2012; Ortega & Byrnes, 2008b; Ortega & Iberri-Shea, 2005; Rees & Klapper, 2008; Singer & Willett, 2003). Decisions about the temporal aspects of longitudinal studies should be made primarily on the basis of a theory of the phenomenon under study and how it changes over time as well as the study research questions, rather than on the basis of methodology, statistics, or logistics (Collins, 2006; de Vaus, 2001; Ortega & Byrnes, 2008b; Ortega & Iberri-Shea, 2005; Singer & Willett, 2003; Skiba et al, 2008). Different phenomena and different populations (e.g., children vs. adults) may require different levels of intensity, frequency, and spacing of measurement occasions (Ortega & Iberri-Shea, 2005; Skiba et al, 2008).…”

Section: Design Considerations and Issuesmentioning

confidence: 99%

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Quantitative Approaches for Analyzing Longitudinal Data in Second Language Research

Barkaoui¹

2014

Ann Rev Appl Linguist

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This article discusses methods used in second language (L2) research to analyze quantitative longitudinal data. Longitudinal studies are experimental and nonexperimental studies that collect repeated measures of the same variable(s) from the same participant(s) at two or more time points. Three challenging areas in longitudinal L2 research are first discussed: study design, measurement, and data analysis and modeling. Next, various traditional and recent quantitative approaches for analyzing longitudinal data are discussed, including difference or gain scores, repeated measures univariate and multivariate analysis of variance (RM ANOVA, MANOVA), multilevel modeling (MLM), autoregressive models and latent growth curve modeling (LGCM) within the structural equation modeling (SEM) framework, item response theory (IRT), single-case research designs and time series analysis (TSA), and event history analysis (EHA). Longitudinal L2 studies published in the last 10 years are reviewed to identify trends and patterns in the use of different quantitative approaches for analyzing longitudinal L2 data, describe best data analysis practices in such research, and provide recommendations for future longitudinal L2 studies. It is argued that, when feasible and appropriate, recent approaches (e.g., MLM, LGCM) have several conceptual, methodological, and practical advantages and can stimulate the development and empirical examination of more complex questions and models concerning L2 development over time than is possible with traditional techniques.

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“…Assumptions about how language is used and acquired in classrooms are built into assessments and accountability systems, but disagreement remains regarding what constitutes proficiency, how it develops and can be measured, and the impact of classroom instruction on acquisition (Valdés, Capitelli, & Alvarez, 2011) . Further, although longitudinal studies in general are relatively scarce (Ortega & Byrnes, ), when present such research more often focuses on literacy than oral language, with Schmidt's () study of an adult Japanese immigrant, Duff's () analysis of a Cambodian adult English as a second language (ESL) student, and Valdés et al's () study of Spanish‐speaking elementary school children in the United States as important exceptions. A major question left unexplored by these works is how adolescent language learners use and develop oral language in schooling contexts.…”

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confidence: 99%

“But Before I Go to My Next Step”: A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations

2013

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This multiple case study examines patterns in the oral second language use of three Spanish-speaking English language learners in rehearsed presentations produced annually over 4 years (Grades 9-12) in a U.S. high school. Analysis focuses on students' changing use of transitional devices called frame markers (Hyland, 2005) as a lens for understanding language used by school-aged immigrant students in academic settings, the nature of classroom presentations, and the role of a range of contextual factors from a longitudinal perspective. Students produced relatively complex structures to mark transitions, even at early proficiency levels, likely due to opportunities for rehearsal and use of supporting written texts. Despite notable commonalities, students took varied paths in language use, responding individually to presentational environments. Such findings provide evidence that both context and individual variation contribute to oral second language use in school settings and provide a rationale for research that attends to academic and presentational settings in which students produce oral language.

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The Longitudinal Study of Advanced L2 Capacities

Cited by 55 publications

References 0 publications

L2 development in an intensive Study Abroad EAP context

L2 development in an intensive Study Abroad EAP context

Quantitative Approaches for Analyzing Longitudinal Data in Second Language Research

“But Before I Go to My Next Step”: A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations

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