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Evaluating Evidence for the Reliability and Validity of Lexical Diversity Indices in L2 Oral Task Responses

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Title: Evaluating Evidence for the Reliability and Validity of Lexical Diversity Indices in L2 Oral Task Responses
Language: English
Authors: Kristopher Kyle (ORCID 0000-0001-5415-9672), Hakyung Sung, Masaki Eguchi (ORCID 0000-0002-0791-4935), Fred Zenker (ORCID 0000-0002-1620-6690)
Source: Studies in Second Language Acquisition. 2024 46(1):278-299.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Second Language Instruction, Oral Language, Validity, Reliability, Language Proficiency, Vocabulary Skills, Task Analysis, Speech Communication, Computational Linguistics, Written Language, Scores, Correlation, Indexes
DOI: 10.1017/S0272263123000402
ISSN: 0272-2631
1470-1545
Abstract: Although lexical diversity is often used as a measure of productive proficiency (e.g., as an aspect of lexical complexity) in SLA studies involving oral tasks, relatively little research has been conducted to support the reliability and/or validity of these indices in spoken contexts. Furthermore, SLA researchers commonly use indices of lexical diversity such as Root TTR (Guiraud's index) and D (vocd-D and HD-D) that have been preliminarily shown to lack reliability in spoken L2 contexts and/or have been consistently shown to lack reliability in written L2 contexts. In this study, we empirically evaluate lexical diversity indices with respect to two aspects of reliability (text-length independence and across-task stability) and one aspect of validity (relationship with proficiency scores). The results indicated that neither Root TTR nor D is reliable across different text lengths. However, support for the reliability and validity of optimized versions of MATTR and MTLD was found.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1438127
Database: ERIC
FullText Text:
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  Data: Evaluating Evidence for the Reliability and Validity of Lexical Diversity Indices in L2 Oral Task Responses
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  Data: <searchLink fieldCode="AR" term="%22Kristopher+Kyle%22">Kristopher Kyle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5415-9672">0000-0001-5415-9672</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hakyung+Sung%22">Hakyung Sung</searchLink><br /><searchLink fieldCode="AR" term="%22Masaki+Eguchi%22">Masaki Eguchi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0791-4935">0000-0002-0791-4935</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fred+Zenker%22">Fred Zenker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1620-6690">0000-0002-1620-6690</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Acquisition%22"><i>Studies in Second Language Acquisition</i></searchLink>. 2024 46(1):278-299.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
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  Data: Y
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  Data: 22
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Skills%22">Vocabulary Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Computational+Linguistics%22">Computational Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Indexes%22">Indexes</searchLink>
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  Data: 10.1017/S0272263123000402
– Name: ISSN
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  Data: 0272-2631<br />1470-1545
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although lexical diversity is often used as a measure of productive proficiency (e.g., as an aspect of lexical complexity) in SLA studies involving oral tasks, relatively little research has been conducted to support the reliability and/or validity of these indices in spoken contexts. Furthermore, SLA researchers commonly use indices of lexical diversity such as Root TTR (Guiraud's index) and D (vocd-D and HD-D) that have been preliminarily shown to lack reliability in spoken L2 contexts and/or have been consistently shown to lack reliability in written L2 contexts. In this study, we empirically evaluate lexical diversity indices with respect to two aspects of reliability (text-length independence and across-task stability) and one aspect of validity (relationship with proficiency scores). The results indicated that neither Root TTR nor D is reliable across different text lengths. However, support for the reliability and validity of optimized versions of MATTR and MTLD was found.
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        Value: 10.1017/S0272263123000402
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 278
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Oral Language
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      – SubjectFull: Validity
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      – SubjectFull: Reliability
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      – SubjectFull: Task Analysis
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      – SubjectFull: Speech Communication
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      – SubjectFull: Computational Linguistics
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      – SubjectFull: Correlation
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      – SubjectFull: Indexes
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      – TitleFull: Evaluating Evidence for the Reliability and Validity of Lexical Diversity Indices in L2 Oral Task Responses
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