American Sign Language (ASL) is used by estimates of up to 500,000 people (deaf and hearing) in the United States (Mitchell et al., 2006); however, the majority of users are typically hearing university students, frequently within university interpreting or deaf education preparation programs, who learn ASL as a second language (L2). It is unclear how these learners develop their skills as they progress through university training programs. The present study documents university learners’ receptive and expressive ASL skills, factors related to performance, and self-evaluation and strategy use at the end of their ASL IV course. Both assessments are readily available, efficient to administer and score, and provide immediate feedback to learners. Self-reported years of ASL experience, hours of academic ASL use, fluency, and university major related to scores on an expressive handshape phonological fluency task as measured by correlations and ANOVAs. Based on student performance, implications for university instructors of L2 ASL learners are discussed.



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