Q by Q Interview as a Predictor of Success in Second Language Learning

1971 ◽  
Vol 29 (1) ◽  
pp. 331-337 ◽  
Author(s):  
James J. Asher
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Interrater Reliability ◽  
Reliability And Validity ◽  
Language Aptitude ◽  
Range Restriction ◽  
Aptitude Tests ◽  
Intensive Training ◽  
Selection Interview ◽  
Predictor Of Success

This study was designed to find the reliability and validity of the selection interview used to predict student success after 6 wk. of intensive training in Arabic, German, Hungarian, Polish, Russian, Turkish, and Vietnamese. The criterion measures were grades and instructor ratings for listening, speaking, reading, and writing. The results indicated that interview reliability and validity were a function of range restriction. Given minimal range restriction, interrater reliability was extremely high and validity was substantial. Intelligence and language aptitude tests showed even higher validity than the interview.

scholarly journals Errors in Second/Foreign Language Learning and Their Interpretations

2017 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Julia Falla Wood
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Mother Tongue ◽  
Meta Analysis ◽  
Cognitive Strategies ◽  
Reliability And Validity ◽  
Foreign Language Learning ◽  
Theoretical Foundations ◽  
Possible Cause

The aim of this article is to try to understand why the results of studies on errors in second language learning undertaken for several decades are diverse or even divergent. Some of these studies state that the mother tongue (L1) plays an important role in the learning process not only at the beginning, but also at higher levels of competency while others deny the influence of the mother tongue. The results of 60 studies on errors over a period of 40 years were contrasted to find out if a link existed between the theoretical foundations, and the interpretation of data, and conclusions of those studies. The results of the meta-analysis of studies whose theoretical foundations were related to operational cognitive strategies showed a continuum from partial to an important role of L1, and those related to order of acquisition, universal sequences showed a non-influence of L1. Another possible cause for this discrepancy was found in the method used to classify the errors. Finally, a possible cause could have been the methodological difficulties concerning the reliability and validity of the data. Only one third of the studies applied the control of bias and the triangulation of data.

scholarly journals Comparative Language Learning Beliefs: Why Aptitude Matters

2017 ◽  
Vol 1 (2) ◽  
pp. 129
Author(s):  
Laura V. Fielden Burns ◽  
Mercedes Rico García
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Language Learning Strategies ◽  
Language Aptitude ◽  
Learning Beliefs ◽  
Language Classroom ◽  
Class 1 ◽  
Language Learning Beliefs

<p class="1"><em>Language Learning Beliefs</em><em> (LLB) are an important area for foreign and second language learning research that has grown considerably over the last decade, and which spans multi-disciplinary fields across education, linguistics and psychology (Martínez Agudo, 2014). These beliefs have become more important as they affect motivation and perhaps even language learning strategies (Zare-ee, 2010), though more research must be done in the latter area (Martínez Agudo, 2014). One understudied branch of LLB is that of language aptitude. Beliefs concerning language aptitude are not new, given that they appeared as a staple area of Horwitz’s seminal research for the BALLI questionnaire (Beliefs About Language Learning Inventory) (1987). However, beliefs on language aptitude need to be revisited given the multiple studies in social psychology on how beliefs affect learning when considering a given quality as innate or learned (Dweck, 2014). These studies show how believing intelligence to be fixed or incremental has a variety of consequences for learners that are fundamental for their long-term success in the classroom. Our aim in this paper is to merge these pertinent concepts to the foreign language classroom, in particular because the belief that intelligence is fixed or incremental mirrors the long-standing debate over language aptitude as innate or learned. </em></p>

Reliability of a Novel Format for the Selection Interview

1970 ◽  
Vol 26 (2) ◽  
pp. 451-456 ◽  
Author(s):  
James J. Asher
Keyword(s):  
Decision Making ◽  
Interrater Reliability ◽  
Global Rating ◽  
Range Restriction ◽  
Selection Interview ◽  
Selection Problems ◽  
Usual Procedure ◽  
Selection Decisions ◽  
Reliability Coefficients

Since the evidence has shown that the usual selection interview is unreliable, an alternate strategy was developed called the Q by Q Interview. The Q by Q format requires the interviewer to make a series of selection decisions instead of the usual procedure of waiting until the end of the interview to make a global rating. In 3 selection problems the Q by Q Interview resulted in high interrater reliability and in 3 other selection situations, reliability was low. An analysis of the raters' decision making indicated that when applicant responses were similar, there was range restriction which produced spuriously low reliability coefficients.

scholarly journals The role of the language aptitude and self-reported strategy use on the achievement of EFL learners

2020 ◽  
Vol 10 (1) ◽  
pp. 32-48
Author(s):  
Gamze Yavas Celik ◽  
Fatih Yavuz
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Language Aptitude ◽  
Learning Achievement ◽  
Aptitude Tests ◽  
Achievement Prediction ◽  
Efl Learners

Whether the success depends on language aptitude or the language aptitude tests can predict the language learning achievement is one of the contradictive issues in SLA. Scholars have questioned the effect of aptitude on success, and they developed many language aptitude tests in time; because the success in aptitude measurement and the achievement prediction would mean to gain time in language learning. In addition, with the changing understanding of aptitude in recent years, language learning aptitude began to be compared to other individual differences (ID). These studies aim to increase the success of learners by designing instructions according to their aptitude and other ID. Therefore, this study aimed to find out the relationship between language aptitude, self-reported strategy use and language achievement of the Turkish EFL learners to see the decisiveness of language aptitude on strategy use and achievement. Results showed that the language aptitude influences foreign language learning achievement. Keywords: Language aptitude, language learning strategies, achievement, individual differences, EFL.

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