Initial language competence negatively predicted language progress on both the OPT and the self-assessment scale¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Higher initial OPT competence had a statistically significant negative effect on OPT-measured progress, predicting eighteen per cent of the difference in OPT scores. → Jurkovič 2010 q2 i? Initial self-assessed competence also had a statistically significant negative effect on self-assessed progress. → Jurkovič 2010 (2)

Evidence¶

Jurkovič 2010¶

Jurkovič, V. (2010). Effect of Explicit Language Learning Strategy Instruction on Language-test and Self-assessment Scores. English Language Teaching, 3(1). https://doi.org/10.5539/elt.v3n1p16

q2 · i? · causal · r2

Regression analysis (Table 2, N=77) found initial OPT score a significant negative predictor (beta -0.42, p < 0.01; R2 = 0.18, F = 7.89, p < 0.01). The article calls the negative direction surprising.

"initial language competence as measured by the OPT had a statistically significant negative effect on language progress as measured by the OPT. In fact, eighteen per cent of the difference in OPT scores could be predicted through initial language competence."

Jurkovič 2010 (2)¶

Jurkovič, V. (2010). Effect of Explicit Language Learning Strategy Instruction on Language-test and Self-assessment Scores. English Language Teaching, 3(1). https://doi.org/10.5539/elt.v3n1p16

q2 · i? · causal · r2

Second regression model (Table 4, N=77) found initial self-assessment score a significant negative predictor of self-assessed progress (beta -0.29; R2 = 0.09, F = 3.44, p < 0.01).

"initial language competence as measured by the self-assessment global rating scale had a statistically significant negative effect on language progress."

Discussion¶

Related Claims¶

• Explicit language learning strategy instruction did not have a statistically significant effect on language progress as measured by the OPT in mixed-ability higher-education groups — related
• Fifth-grade self-efficacy is associated with later math and reading growth (.15 and .19 standardized units per SD), mediating ELL status's indirect negative association with growth — related