Accuracy of Undergraduate Students' Language Sample Analysis in Online and Face-to-Face Courses

Abstract

Purpose: Language sample analysis (LSA) is an essential part of evaluations for young children, but few studies have investigated whether instructional methods for teaching LSA are effective based on student outcomes. Furthermore, with the growth of online coursework, there is a need to understand whether student outcomes differ depending on instructional modality. This study examined the results of an LSA project from two classes, online and face to face. Research questions addressed whether the measures calculated by the students differed significantly from the values derived by the instructor and whether the results of each language sample measure differed between the two classes. Method: There were 39 total participants: eight online students and 31 face-to-face students. Students transcribed an audio sample of a mother conversing with her 3-year-old son. Students calculated the number of complete and intelligible utterances, mean length of utterance in words (MLU-w), MLU in morphemes (MLU-m), number of total words (NTW), number of different words (NDW), and type–token ratio (TTR). Results: When compared to the instructor's values, students' results were significantly different for measures that involved totals (complete and intelligible utterances, NTW, NDW). However, the students used these values to calculate MLU-w, MLU-m, and TTR numbers that were not significantly different from those of the instructor. Results also indicated that there were no differences between the class calculations for most measures. Conclusion: Results are discussed considering how they inform the evidence-based teaching practices of instructors who are teaching undergraduate courses in communication sciences and disorders.