Abstract
Abstract This paper investigates measures of change to help demonstrate the necessity of variability as a developmental mechanism for advancing different features of L2 learning (related here primarily to writing, but also to reading) with a particular focus on learners at different stages of development. To do so, the work draws on three studies to build a case for using variability as a meaningful marker of change. Lowie, Wander M. & Marjolijn Verspoor. 2019. Individual differences and the ergodicity problem. Language Learning 69. 184–206 found in a group of 22 Dutch learners of English that the Coefficient of Variation (CoV), rather than individual factors such as motivation and aptitude, showed a significant correlation with writing proficiency gains. A replication study by Huang, Ting, Rasmus Steinkrauss & Marjolijn Verspoor. 2020b. Variability as predictors for L2 writing proficiency. Journal of Second Language Writing, with 22 Chinese learners of English revealed that the CoV rather than motivation, aptitude or working memory was a significant predictor in writing proficiency gains. A study by Gui, Min, Xiaokan Chen & Marjolijn Verspoor. Submitted. The dynamics of reading development in English for Academic Purposes, on reading for academic purposes with 27 Chinese Chemistry majors showed that the Standard Deviation of differences (SDd) rather than proficiency in English or knowledge of Chemistry correlated with reading gains. Two further studies present tentative evidence that these changes take place especially at transitional phases while learning a new skill.
Highlights
The current paper is a departure from typical CDST studies that trace individuals over time in that it explores to what extent different degrees of variability among learners can tell us something about the developmental process
Journal of Second Language Writing, with 22 Chinese learners of English revealed that the Coefficient of Variation (CoV) rather than motivation, aptitude or working memory was a significant predictor in writing proficiency gains
In the studies we review below, the CoV is used for different purposes: not to see when a particular learner showed a critical moment of change, but to see if a relatively greater degree of variability leads to relatively higher gains
Summary
The current paper is a departure from typical CDST studies that trace individuals over time in that it explores to what extent different degrees of variability among learners can tell us something about the developmental process. The focus of this paper is to explore the efficacy of tools to measure variability over time in group studies. We will show that those learners who have relatively higher degrees of variability make relatively more gains in writing or reading; it is argued that this effect may be found only when learners are changing rapidly in a particular skill. Before reviewing the actual case studies, we will review the literature on variability to explain what its function is in the developmental process and why the CoV, as a general indicator of variability, may be an adequate measure for CDST inspired group studies. We reason that the more variable learner is more innovative, creative, and able to adapt new strategies when needed than their less variable peer
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