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.

List of Contributors

Introduction

Steven J. Ross, Megan C. Masters

Chapter 1: Introduction: Longitudinal Research Designs

Steven J. Ross, Megan C. Masters

Chapter 2: Approaches to Longitudinal Data Analyses

Steven J. Ross, Megan C. Masters

Chapter 3: Using extant data to assess the impact of in-service foreign language proficiency sustainment programs at three US government organizations

Amber N. Bloomfield, Martyn K. Clark

Chapter 4: Investigating Language Aptitude and Attrition

Beth Mackey

Chapter 5: Pathways to Proficiency

Megan C. Masters

Chapter 6: Modeling Longitudinal Coherence in a Foreign Language Program

Leslie N. Ono, Steven J. Ross

Chapter 7: Factors Affecting Proficiency Outcomes in a Foreign Language Program over 20 years

Leslie N, Ono

Chapter 8: Curricular Innovation Impact Analysis: Parallel Process Growth Curve Models

Atsuko Nishitani

Chapter 9: Validating Task-Centered Self-Assessment on Second Language Proficiency Growth: A Cross-lagged Panel Analysis

Qi Zheng

Chapter 10: Student Proficiency Development in University Foreign Language Programs

Daniel R. Isbell, Xiaowan Zhang

Index

Steven J. Ross (PhD, University of Hawai¿i at M¿noa) 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.