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Full-Text Articles in English Language and Literature

The Iallt Language Center Evaluation Toolkit: Context, Development, And Usage, Elizabeth Lavolette, Angelika Kraemer May 2017

The Iallt Language Center Evaluation Toolkit: Context, Development, And Usage, Elizabeth Lavolette, Angelika Kraemer

Language Resource Center

In the summer of 2014, a committee composed of members of the International Association for Language Learning Technology (IALLT) began discussions toward accomplishing the following charge:

Design a tool that internal evaluation committees can use to evaluate and make recommendations for the improvement of their institution's language center. We emphasize the fact that it is the university appointed evaluation committee that will use this evaluation toolkit, not the language center directors themselves (although the LC Director should have input on how the toolkit should be deployed). Such evaluation committees might be composed of language department Chairs, TA/Language coordinators ...


Statistical Literacy Among Applied Linguists And Second Language Acquisition Researchers, Shawn Loewen, Elizabeth Lavolette, Le Anne Spino, Mostafa Papi, Jens Schmidtke, Scott Sterling, Dominik Wolff Jun 2014

Statistical Literacy Among Applied Linguists And Second Language Acquisition Researchers, Shawn Loewen, Elizabeth Lavolette, Le Anne Spino, Mostafa Papi, Jens Schmidtke, Scott Sterling, Dominik Wolff

Language Resource Center

The importance of statistical knowledge in applied linguistics and second language acquisition (SLA) research has been emphasized in recent publications. However, the last investigation of the statistical literacy of applied linguists occurred more than 25 years ago (Lazaraton, Riggenbach, & Ediger, 1987). The current study undertook a partial replication of this older work by investigating (a) applied linguists’ general experiences with statistics, (b) underlying factors that constitute applied linguists’ knowledge about and attitudes toward statistics, and (c) variables that predict attitudes toward statistics and statistical self-efficacy. Three hundred thirty-one scholars of applied linguistics and SLA completed a questionnaire. Eighty percent had taken a statistics class; however, only 14% of doctoral students and 30% of professors felt that their statistical training was adequate. A factor analysis of participants’ knowledge of statistical terms revealed three factors: common inferential statistics knowledge, advanced statistics knowledge, and basic descriptive statistics knowledge. An analysis of participants’ attitudes toward statistics revealed two factors: statistics are important and lack of statistical confidence. Regression analyses ...