Foreign Language Learning and SAT Verbal Scores Revisited
Bibliographic Data
| ID | 8937899 |
|---|---|
| Authors | Thomas C Cooper (University of Georgia, corresponding author), Daniel J Yanosky (Kennesaw State University), Daniel J Yanosky II, Joseph M Wisenbaker (University of Georgia), David Jahner (Georgia Gwinnett College), Elizabeth Webb (0000-0001-6497-9332, Georgia Department of Education), Marcia L Wilbur (College Board) |
| Year | 2008 |
| Volume | 41 |
| Issue | 2 |
| Pages | 200-217 |
| Publication date | 2008-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2008.tb03289.x |
| OpenAlex | W2073370728 |
| Language | EN |
| Citations received | 2 |
| References cited | 5 |
The purpose of the study was to investigate the relationship between foreign language learning and verbal ability in English as measured by the verbal section of the Scholastic Aptitude Test (SAT) Reasoning Test. Comparing foreign language students to nonforeign language students in this study, the effect of taking a foreign language on SAT verbal performance differed depending on how a student scored on the Preliminary SAT (PSAT) verbal subtest. Students with lower PSAT verbal scores had the greatest benefit from taking a foreign language, while students with higher PSAT verbal scores had smaller benefits. At the same time, within the range of possible PSAT verbal scores, students who took a foreign language outperformed students who did not. When the focus was on the language taken and the highest level attained by the end of junior year, the main effects for both foreign language taken and highest level were statistically significant though their partial eta squared measures suggested they had relatively low effect sizes. Pairwise comparisons indicated that outcomes for students taking Spanish were somewhat less than those for students taking Latin and German, and that students who took level III of their foreign language by the end of their junior year outperformed those who reached only levels I or 11
Aptitude · Cognition · Developmental psychology · Foreign language · German · Language assessment · Linguistics · Mathematics education · Test (biology · Verbal reasoning · Educational and Psychological Assessments · Educational Research and Pedagogy · Intelligent Tutoring Systems and Adaptive Learning · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,18 |
| Citation span | 2015 - 2019 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |