DLIFLC STUDENT PROFILES - UT Liberal Arts · • Correlations of DLAB and outcome data –...
Transcript of DLIFLC STUDENT PROFILES - UT Liberal Arts · • Correlations of DLAB and outcome data –...
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DLIFLC STUDENT PROFILES
Dr. John Lett, Dean* Research and Analysis
Defense Language Institute Foreign Language Center
*The views expressed are those of the speaker and do not necessarily represent those of the DLIFLC, the Department of the Army, or the Department of Defense.
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Outline
• Demographics of DLIFLC students • Selection and assignment to language
study at DLIFLC • Role of motivation and language choice in
achieving advanced language learning outcomes.
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Selection for Military Language Training (IET)
Recruiting
ASVAB
DLAB
BASIC TRAINING
DLIFLC
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Student Demographics
Age
Gender
Education
Service
Years in Service
Paygrade
Aptitude for Language Learning
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DLIFLC Learning Environment
• Intensive, small classes • Six or more hours daily • 26 to 63 weeks • Proficiency-oriented approach • Graduation requirement:
L2, R2, S1+ on ILR Scale*
*http://govtilr.org
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Description of DLAB • Multiple choice, ~90 minutes • Range 12-164, mean 100, SD 15 (~92, SD
~21 for 143K cases; current DLI means ~112-114)
• Four parts – Bio data – Spoken stress – Deductive rule application – Inductive pattern application
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RESEARCH BASE
• Carroll’s four components – phonetic coding ability – grammatical sensitivity – rote learning ability – inductive language learning ability
• Other FL aptitude tests – MLAT (Carroll-Sapon) – PLAB (Pimsleur)
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How well does it work?
Very well, thank you – Language Skill Change Project, mid-1980s
– Army Research Institute, 2000-2001
– DMDC study, 2007
– DLIFLC program data, early 1980s to present
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LSCP* • 1903 US Army students • Korean, Russian, German, Spanish • Eleven blocks of predictor variables • Forced order-of-entry MRA of L, R, S,
course completion • DLAB added variance, especially for
Russian and Korean *Lett, J. A., and O'Mara, F. E., "Predictors of Success in an Intensive Foreign Language Learning
Context: Correlates of Language Learning at the Defense Language Institute Foreign Language Center," pp 222-260 in Parry, T., and Stansfield, C. W., eds., Language Aptitude
Reconsidered, published for CAL/ERIC by Prentice Hall Regents, Englewood Cliffs, NJ, 1990.
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ARI Attrition Study
• Tracked 237 beginning students for a year
• From ARI PI’s outbrief:
– As in past, DLAB is best predictor of attrition DLAB 98 or less = 32% attrition DLAB 99 to 116 = 20% attrition DLAB 117 or more = 10% attrition
– Of DLAB scores above 117, 98% had prior language training Prior language training = 17% attrition No prior language training = 35% attrition
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DMDC Study, 2007
• Examined AFQT and DLAB as predictors of language learning success at DLIFLC
• Employed three samples, using Markov chain Monte Carlo procedures and Bayesian modeling
• Findings: AFQT < DLAB < Multiple Hurdle
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DLIFLC Program Data
• Correlations of DLAB and outcome data – Consistently significant – Restriction of range affects magnitude
• Eight-year data set: Ss meeting the DLAB minimums have… – Lower attrition rates – Greater success rates (2/2/1+)
• Caveat: High aptitude is a predictor—not a guarantor!
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Success Rates by DLAB (FY02 example)
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Motivation, Choice, and Outcomes
• Does it matter whether you get a language you wanted?
• How important is motivation to ultimate success at DLIFLC?
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Who Studies What?
• Constraints – Minimum DLAB requirements (95, 100, 105,
110) – Needs of the Service
• Timing – Pre-arrival – Post-arrival
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Upon Arrival in Assigned Language Department
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Does It Matter?
• Study 1: FY90 – FY94 graduates in 8 languages
• Study 2: FY01-FY09 graduates in 9 languages
• Six languages in common: – Arabic, Chinese (M), Korean, Farsi, Russian,
Spanish
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Methodology • Compare “choice” responses to language
learning outcomes – Three variants of coding choice responses:
• All five options • “5” vs “1-4” • “5-4” vs “1-3”
– Outcome measures: Listening, Reading, Speaking, and Success (2/2/1, 2/2/1+)
– Partial correlation and chi square analysis – Visual inspection
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Findings
• Distribution of Responses
• Relationships of Responses to Outcomes
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Nine-Year Responses No reply
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Comparison of Responses
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Relationships with Outcomes
• Earlier Study – Most correlations non-significant or too small to
matter – Most chi squares non-significant – Much variation across languages and skills
• Current Study – More significant chi squares – Much variation across languages and years
• Caveat: What does “choice” item measure?
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Another Look at Motivation
• Language Skill Change Project – 1903 students, 4 languages – Multiple Regression, 9 blocks of predictors
• Forced order-of-entry • Attitude-Motivation measures in blocks 6 and 7
• Motivation at start less predictive than motivation during
• Cognitive variables most predictive
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The Bottom Line