Methodological Synthesis of Cluster Analysis in Second Language Research

Crowther, Dustin; Kim, Susie; Lee, Jongbong; Lim, Jungmin; Loewen, Shawn

doi:10.1111/lang.12428

Cited by 44 publications

(24 citation statements)

References 55 publications

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“…Second, we performed a cluster analysis to better understand the roles of the component items and sociodemographic variables in teachers' coping with emergency transition to remote teaching (Kaufman & Rousseeuw, 2005). Instead of identifying categories on the basis of prior, often arbitrary classifications, cluster analysis allows determining categories in a dataset based on actual observed cases (Crowther et al, 2021). Detection of subgroups of educators distinguishable by their patterns of engagement and coping with the transition to the novel situation was performed first by agglomerative hierarchical clustering (HCA) with Ward's linkage in order to identify the optimal number of subgroups, followed by a k-means cluster analysis on normalized mean values of the relevant constructs.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Jelińska

Paradowski

2021

OLJ

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The COVID-19 pandemic required educators and learners to shift to emergency remote instruction with little time for preparation. To understand how teachers managed the transition, we surveyed nearly 1,500 teachers from 118 countries from April to September 2020. Using cluster analysis, we detect two readily distinguishable groups of instructors: a group who was more engaged with remote instruction and had better coping in terms of online teaching challenges, and a group who had lower levels of both engagement and coping. We compare the two groups in terms of their sociodemographic characteristics, and also assess the relationship between each sociodemographic marker and teachers’ engagement and coping. Overall, our results suggest that teachers were most engaged and coped best with the transition when they had prior experience with remote instruction, taught in the higher education sector, and taught using real-time synchronous modalities. We also find non-trivial results regarding teachers’ gender, years of teaching experience, and their country’s level of economic development, and observe no relationship between teachers’ age and engagement or coping. The detection of the contextual effects underscores the importance of large multisite research.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Jelińska

Paradowski

2021

OLJ

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“…Frontiers in Psychology 04 frontiersin.org (Crowther et al, 2021). This technique can identify a number of groups that are different from each other in terms of whether those within a group have similar target characteristics.…”

Section: Establishing Cutoff Points and The Latent Rank Modelmentioning

confidence: 99%

“…Converting a continuous variable into categorical groups can inform us if different groups show different L2 reading anxiety symptoms. Such classifications could determine teaching approaches appropriate for particular groups in a classroom (e.g., Ganschow and Sparks, 1991 , 2001 ; Oxford and Ehrman, 1992 ; Swanson, 2017 ; Finch and French, 2018 ; Crowther et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Psychometric assessment of individual differences in second language reading anxiety for identifying struggling students in classrooms

Hamada

Takaki

2022

Front. Psychol.

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Assessing learners’ individual differences helps identify students who need teacher support in classrooms. Previous studies have examined second language (L2) achievement based on reading anxiety because reading is an input-based activity essential for successful L2 learning. This study applied a latent rank model to identify L2 learners who are likely to be struggling or successful in classrooms according to their L2 reading anxiety symptoms. Moreover, a psychometric function was developed to determine the cutoff anxiety scores that discriminate against their substantial differences. The model was applied to responses from the Foreign Language Reading Anxiety Scale (FLRAS) provided by 335 Japanese learners of English. The results showed that the FLRAS classified students into three ranked groups with ordinal information regarding L2 reading anxiety. Rank 1 exhibited good conditions in L2 reading anxiety. Rank 2 reported high anxiety toward unfamiliar grammar during L2 reading. Rank 3 had even higher anxiety levels, especially for vocabulary and grammatical knowledge deficits and reading difficulty. The cutoff anxiety scores estimated by the model detected students who failed their L2 class with 79% accuracy. Theoretical, methodological, and pedagogical issues in language anxiety were discussed in terms of diagnosis and different approaches to teaching L2 reading.

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“…To analyze these, firstly, all the criteria were given an individual node. Cluster Analysis (CA), an advanced statistical method still uncommon but increasingly used to identify groups or patterns in a dataset and to examine group differences (Crowther et al, 2021), was then used to cluster the nodes by © Emerald Publishing Limited. This AAM is provided for your own personal use only.…”

Section: Main Studymentioning

confidence: 99%

Ranked generic criteria for EPC contractor selection

Dissanayake

Xia

Skitmore

et al. 2022

ECAM

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PurposeThe purpose of this study was to prioritize the appropriate generic contractor selection criteria for Engineering–Procurement–Construction (EPC) projects in the construction industry.Design/methodology/approachProceeding from a review of previous studies and validation by a small group of experts, a preliminary set of 16 criteria was first identified. This was followed by three rounds of Delphi surveys: firstly, with 64 experienced participants confirming the relevance of the 16 criteria; secondly, with a reduced subgroup of 47 more experienced participants scoring the importance of each; and finally, providing the opportunity for these 47 to revise their scores in the light of knowing the aggregated results of the previous round.FindingsThe results show the consensus view, of which the most important criteria are ranked as past performance, project understanding, technical attributes, key personnel, health and safety, past experience, time, management, financial, contractual and legal, quality, cost, relationships, environmental and sustainability, organizational and industrial relations, and geographic location.Originality/valueThe findings are useful for both practitioners and academics in making a significant contribution to the body of knowledge of the EPC process. This will assist in providing a better understanding of criteria importance and pave the way to developing an EPC contractor selection model involving the criteria most needed to objectively identify potential contractors and evaluate tenders.

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Methodological Synthesis of Cluster Analysis in Second Language Research

Cited by 44 publications

References 55 publications

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Psychometric assessment of individual differences in second language reading anxiety for identifying struggling students in classrooms

Ranked generic criteria for EPC contractor selection

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