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A CDST Perspective on Variability in Foreign Language Learners' Listening Development.

ABSTRACT: Within a Complex Dynamic Systems Theory (CDST) framework, this longitudinal qualitative study explored the complex patterns and identified the degree of variability in three learners' developmental process. Learners' listening performance was tracked and examined every 6 weeks, followed by retrospective interviews and self-reflections every 7 weeks over the 43-month span. A series of CDST techniques were adopted for data analysis, including using min-max graphs to trace the minimum and maximum scores on the EFL learners' listening developmental indices over time. Monte-Carlo and Loess smoothing analyses were applied to gauge for degrees of variability. The results suggest that: (1) Min-max graphs and smoothed Loess curves depict flux developmental processes of learners' L2 listening; (2) learners differed from each other in the degree of inter-individual variability in their listening developmental trajectory; and (3) occurrence of unanticipated patterns confirm that learners demonstrated personalized intra-individual variability within their unique listening developmental process. Results indicate that variability is a pattern characteristic of CDST both between and within individuals, and inform us about how Chinese EFL listeners' language develops. We conclude by discussing the implications for researchers and practitioners who are concerned with learners' developmental trajectories and unexpected changing patterns in the process of foreign language learning.

SUBMITTER: Chang P

PROVIDER: S-EPMC7887325 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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A CDST Perspective on Variability in Foreign Language Learners' Listening Development.

Chang Pengyun P Zhang Lawrence Jun LJ

Frontiers in psychology 20210203

Within a Complex Dynamic Systems Theory (CDST) framework, this longitudinal qualitative study explored the complex patterns and identified the degree of variability in three learners' developmental process. Learners' listening performance was tracked and examined every 6 weeks, followed by retrospective interviews and self-reflections every 7 weeks over the 43-month span. A series of CDST techniques were adopted for data analysis, including using min-max graphs to trace the minimum and maximum s ...[more]

PMID: 33613385

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Project description:While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs.

Dataset Information

A CDST Perspective on Variability in Foreign Language Learners' Listening Development.

Publications

A CDST Perspective on Variability in Foreign Language Learners' Listening Development.

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