Ravand Hamdollah, Effatpanah Farshad, Kunina-Habenicht Olga, Madison Matthew J
English Department, Vali-e-Asr University of Rafsanjan, Rafsanjan, Iran.
Research Unit of Psychological Assessment, Faculty of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany.
Front Psychol. 2025 Jan 15;15:1521808. doi: 10.3389/fpsyg.2024.1521808. eCollection 2024.
Diagnostic classification models (DCMs) have received increasing attention in cross-sectional studies. However, L2 learning studies, tracking skill development over time, require models suited for longitudinal analyses. Growth DCMs offer a promising framework for such analyses.
This study utilizes writing data from two learner groups: one receiving peer feedback ( = 100) and the other receiving no feedback ( = 100), assessed at three time points. It demonstrates the application of longitudinal DCM via the TDCM package to analyze growth trajectories in four writing subskills: Content, Organization, Grammar, and Vocabulary. The primary focus is on showcasing the package, but substantive findings can also be helpful.
The multi-group analysis revealed similar V-shaped growth trajectories for Grammar and Vocabulary, along with consistent inverted V-shaped patterns for Organization and Content in both groups.
The results showed minor differences between the two groups, potentially indicating the limited impact of peer feedback on L2 writing development. This could be attributed to the social dynamics between peers.
诊断分类模型（DCMs）在横断面研究中受到越来越多的关注。然而，追踪技能随时间发展的第二语言学习研究需要适用于纵向分析的模型。生长DCMs为这类分析提供了一个有前景的框架。
本研究利用了来自两个学习者群体的写作数据：一个群体接受同伴反馈（n = 100），另一个群体不接受反馈（n = 100），在三个时间点进行评估。它展示了通过TDCM软件包应用纵向DCM来分析四种写作子技能（内容、组织、语法和词汇）的发展轨迹。主要重点是展示该软件包，但实质性发现也可能有所帮助。
多组分析显示，语法和词汇呈现相似的V形增长轨迹，而组织和内容在两组中均呈现一致的倒V形模式。
结果显示两组之间存在细微差异，这可能表明同伴反馈对第二语言写作发展的影响有限。这可能归因于同伴之间的社会动态。
