Abstract
The present study compared lab-based and web-based versions of cognitive individual difference measures widely used in second language research (working memory and declarative memory). Our objective was to validate web-based versions of these tests for future research and to make these measures available for the wider second language research community, thus contributing to the study of individual differences in language learning. The establishment of measurement equivalence of the two administration modes is important because web-based testing allows researchers to address methodological challenges such as restricted population sampling, low statistical power, and small sample sizes. Our results indicate that the lab-based and web-based versions of the tests were equivalent, i.e., scores of the two test modes correlated. The strength of the relationships, however, varied as a function of the kind of measure, with equivalence appearing to be stronger in both the working memory and the verbal declarative memory tests, and less so in the nonverbal declarative memory test. Overall, the study provides evidence that web-based testing of cognitive abilities can produce similar performance scores as in the lab.
Highlights
Individual differences can greatly affect how we acquire and process language [1,2,3] and mediate and/moderate the effectiveness of instruction [4]
Considering that this study is a subcomponent of the dissertation research of the first author, limiting funding and time, we focused the investigation on one type of measurement equivalence, the first type: Do people who have relatively high values in one of tests have relatively high values on the other test, and the other way around? we compare the differential performance generated by two versions of tests measuring working memory and declarative memory abilities in lab
Following Kane et al [58], for the lab-based working memory test (OSpan-Lab-based), reliability was assessed by calculating the proportion of correctly recalled Klingon symbols per each of the 15 trials in the test
Summary
Individual differences can greatly affect how we acquire and process language [1,2,3] and mediate and/moderate the effectiveness of instruction [4]. The effect of working memory and declarative memory on language learning has been primarily studied in lab settings, i.e., in well-controlled environments where participants are tested individually. While this choice is methodologically sound, it can negatively affect sample size and population sampling [12, 13, 14].
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
