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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Quantitative Psychology and Measurement
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1521808

A Didactic Illustration of Writing Skill Growth Through a Longitudinal Diagnostic Classification Model

Provisionally accepted
Hamdollah Ravand Hamdollah Ravand 1Farshad Effatpanah Farshad Effatpanah 2*Olga Kunina-Habenicht Olga Kunina-Habenicht 2Matthew James Madison Matthew James Madison 3
  • 1 Vali-E-Asr University of Rafsanjan, Rafsanjān, Kerman, Iran
  • 2 Technical University Dortmund, Dortmund, Germany
  • 3 University of Georgia, Athens, Georgia, United States

The final, formatted version of the article will be published soon.

    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 (n = 100) and the other receiving no feedback (n = 100), assessed at three time points. It demonstrates the application of longitudinal DCM via the TDCM package (Madison et al., 2024) 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 Vshaped 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.

    Keywords: Feedback, diagnostic classification models, growth modeling, TDCM, L2 writing

    Received: 02 Nov 2024; Accepted: 09 Dec 2024.

    Copyright: © 2024 Ravand, Effatpanah, Kunina-Habenicht and Madison. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Farshad Effatpanah, Technical University Dortmund, Dortmund, Germany

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.