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Statistical knowledge and training in second language acquisition: The case of doctoral students

ArticleAçık Erişim

Özet

The present study investigated second language acquisition (SLA) doctoral students' statistical training and knowledge of statistics. One hundred and twenty SLA doctoral students in North America took a comprehensive statistics survey, and 16 of them participated in follow-up interviews. The results showed that doctoral students were well trained in basic descriptive statistics, while their training in inferential statistics, particularly advanced statistics, was limited. When looking at their statistical knowledge, the results indicated that SLA doctoral students were good at understanding descriptive and inferential statistics, but they found it hard to interpret statistical analyses related to inferential statistics that are commonly encountered in SLA research. Several suggestions directed toward improving statistical literacy in SLA were provided. © John Benjamins Publishing Company

Anahtar Kelimeler

Quantitative research methodsSecond language acquisitionStatistical literacyStatistical training
RDL Kalıcı Bağlantı (PID)
https://rdlopen.rawdatalibrary.net/r/ebyu/13571Resmi atıflarda kullanılan kalıcı adres
DOI
https://doi.org/10.1075/itl.18031.gonYayıncı resmi DOI adresi
Tam Kayıt
AlanDeğerDil
dc.contributor.authorGonulal, Talip
dc.date.accessioned2026-10-18T20:28:24.295556602Z
dc.date.available2026-10-18T20:28:24.295556602Z
dc.date.issued2020
dc.description.abstractThe present study investigated second language acquisition (SLA) doctoral students' statistical training and knowledge of statistics. One hundred and twenty SLA doctoral students in North America took a comprehensive statistics survey, and 16 of them participated in follow-up interviews. The results showed that doctoral students were well trained in basic descriptive statistics, while their training in inferential statistics, particularly advanced statistics, was limited. When looking at their statistical knowledge, the results indicated that SLA doctoral students were good at understanding descriptive and inferential statistics, but they found it hard to interpret statistical analyses related to inferential statistics that are commonly encountered in SLA research. Several suggestions directed toward improving statistical literacy in SLA were provided. © John Benjamins Publishing Company
dc.description.sponsorshipThis study is part of my dissertation conducted at Michigan State University. Special thanks go to my dissertation committee members: Shawn Loewen, Susan Gass, Paula Winke and Aline Godfroid. I am also grateful to Michigan State University for funding this study. Many thanks also go to anonymous ITL-International Journal of Applied Linguistics reviewers for their comments and suggestions.
dc.identifier.doi10.1075/itl.18031.gon
dc.identifier.eissn1783-1490
dc.identifier.endpage89
dc.identifier.issn0019-0829
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85081301938
dc.identifier.startpage62
dc.identifier.urihttps://rdlopen.rawdatalibrary.net/r/ebyu/13571
dc.identifier.volume171
dc.identifier.wosWOS:000907153700004
dc.language.isoen
dc.publisherJohn Benjamins Publishing Company
dc.relation.ispartofITL - International Journal of Applied Linguistics (Belgium)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectQuantitative research methods
dc.subjectSecond language acquisition
dc.subjectStatistical literacy
dc.subjectStatistical training
dc.titleStatistical knowledge and training in second language acquisition: The case of doctoral students
dc.typeArticle
dspace.entity.typePublication
rdl.citation.scopus7
rdl.citation.wos5
rdl.source.indexSCOPUS
rdl.source.indexWOS
rdl.wos.indexEmerging Sources Citation Index (ESCI)