Longitudinal Studies of Second Language Learning

Steven J. Ross (PhD, University of Hawaiʻi at Mānoa) is Professor of Second Language Acquisition at the University of Maryland, where he teaches research methods, language assessment, and second language acquisition. He has served on the editorial boards of the TESOL Quarterly, Applied Linguistics, Language Testing, Language Assessment Quarterly, and Language Learning. He is co-author of Research Methods for Applied Language Studies (Keith Richards, Steven Ross, and Paul Seedhouse). His chapter, "Mixed Methods in L2 Pragmatics Research," was previously published in The Routledge Handbook of Second Language Acquisition and Pragmatics. He also has a chapter entitled “Claims, Evidence, and Interference in Performance Assessment”, published in The Routledge Handbook of Language Testing.Megan C. Masters (PhD, University of Maryland College Park) is Affiliate Faculty with the Second Language Acquisition program and Director of Academic Technology Experience, where she oversees large-scale research programs related to second language learning, program evaluation, learning analytics, teaching, testing, and assessment.

• List of ContributorsIntroductionSteven J. Ross, Megan C. MastersChapter 1: Introduction: Longitudinal Research DesignsSteven J. Ross, Megan C. MastersChapter 2: Approaches to Longitudinal Data AnalysesSteven J. Ross, Megan C. MastersChapter 3: Using extant data to assess the impact of in-service foreign language proficiency sustainment programs at three US government organizationsAmber N. Bloomfield, Martyn K. ClarkChapter 4: Investigating Language Aptitude and AttritionBeth MackeyChapter 5: Pathways to ProficiencyMegan C. MastersChapter 6: Modeling Longitudinal Coherence in a Foreign Language ProgramLeslie N. Ono, Steven J. RossChapter 7: Factors Affecting Proficiency Outcomes in a Foreign Language Program over 20 yearsLeslie N, OnoChapter 8: Curricular Innovation Impact Analysis: Parallel Process Growth Curve ModelsAtsuko NishitaniChapter 9: Validating Task-Centered Self-Assessment on Second Language Proficiency Growth: A Cross-lagged Panel AnalysisQi ZhengChapter 10: Student Proficiency Development in University Foreign Language ProgramsDaniel R. Isbell, Xiaowan ZhangIndex