Akifumi Yanagisawa
Biographic Data
| ID | 1025555 |
|---|---|
| NAME | Akifumi Yanagisawa |
| GIVEN NAMES | Akifumi |
| FAMILY NAME | Yanagisawa |
| SIGNATURE | YANAGISAWA A |
| AFFILIATIONS | University of Tsukuba |
| ORCID | 0000-0002-7769-5758 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Considerations to promote and accelerate Open Science: A response to Winke
How effective is second language incidental vocabulary learning? A meta-analysis
There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect …
Involvement Load Hypothesis Plus: Creating an Improved Predictive Model of Incidental Vocabulary Learning
The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal statistical model (i.e., a set of predictor variables) that best predicts learning gains. Following p…
To What Extent Does the Involvement Load Hypothesis Predict Incidental L2 Vocabulary Learning? A Meta-Analysis
The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH (need, search, and evaluation), and (c) the influence of potential factors moderating learning (e.g.,…
How Do Different Forms of Glossing Contribute to L2 Vocabulary Learning From Reading: A Meta-Regression Analysis
This meta-analysis investigated the overall effects of glossing on L2 vocabulary learning from reading and the influence of potential moderator variables: gloss format (type, language, mode) and text and learner characteristics. A total of 359 effect sizes from 42 studies ( N = 3802) meeting the inclusion criteria were meta-analyzed. The results indicated that glossed reading led to significantly greater learning of words (45.3% and 33.4% on imme…
How Effective Are Intentional Vocabulary‐Learning Activities? A Meta‐Analysis
The present meta‐analysis aimed to summarize the extent to which second language vocabulary is learned from the most frequently researched word‐focused activities: flashcards, word lists, writing, and fill‐in‐the‐blanks. One hundred effect sizes from 22 studies were included in meta‐regression analyses and administered separately for the observations measured with meaning‐recall and form‐recall tests. The results revealed that the average percent…
The Effects of Repetition on Incidental Vocabulary Learning: A Meta-Analysis of Correlational Studies
This meta-analysis aimed to clarify the complex relationship between repetition and second language (L2) incidental vocabulary learning by meta-analyzing primary studies reporting correlation coefficients between the number of encounters and vocabulary learning. We synthesized and quantitatively analyzed 45 effect sizes from 26 studies (N = 1,918) to calculate the mean effect size of the frequency-learning relationship and to explore the extent t…
The Effects of Repetition on Incidental Vocabulary Learning: A Meta-Analysis of Correlational Studies
This meta-analysis aimed to clarify the complex relationship between repetition and second language (L2) incidental vocabulary learning by meta-analyzing primary studies reporting correlation coefficients between the number of encounters and vocabulary learning. We synthesized and quantitatively analyzed 45 effect sizes from 26 studies (N = 1,918) to calculate the mean effect size of the frequency-learning relationship and to explore the extent t…
How effective is second language incidental vocabulary learning? A meta-analysis
There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect …
To What Extent Does the Involvement Load Hypothesis Predict Incidental L2 Vocabulary Learning? A Meta-Analysis
The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH (need, search, and evaluation), and (c) the influence of potential factors moderating learning (e.g.,…
The Effects of Repetition on Incidental Vocabulary Learning: A Meta-Analysis of Correlational Studies
This meta-analysis aimed to clarify the complex relationship between repetition and second language (L2) incidental vocabulary learning by meta-analyzing primary studies reporting correlation coefficients between the number of encounters and vocabulary learning. We synthesized and quantitatively analyzed 45 effect sizes from 26 studies (N = 1,918) to calculate the mean effect size of the frequency-learning relationship and to explore the extent t…
How Do Different Forms of Glossing Contribute to L2 Vocabulary Learning From Reading: A Meta-Regression Analysis
This meta-analysis investigated the overall effects of glossing on L2 vocabulary learning from reading and the influence of potential moderator variables: gloss format (type, language, mode) and text and learner characteristics. A total of 359 effect sizes from 42 studies ( N = 3802) meeting the inclusion criteria were meta-analyzed. The results indicated that glossed reading led to significantly greater learning of words (45.3% and 33.4% on imme…
How Effective Are Intentional Vocabulary‐Learning Activities? A Meta‐Analysis
The present meta‐analysis aimed to summarize the extent to which second language vocabulary is learned from the most frequently researched word‐focused activities: flashcards, word lists, writing, and fill‐in‐the‐blanks. One hundred effect sizes from 22 studies were included in meta‐regression analyses and administered separately for the observations measured with meaning‐recall and form‐recall tests. The results revealed that the average percent…
To What Extent Does the Involvement Load Hypothesis Predict Incidental L2 Vocabulary Learning? A Meta-Analysis
The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH (need, search, and evaluation), and (c) the influence of potential factors moderating learning (e.g.,…
Involvement Load Hypothesis Plus: Creating an Improved Predictive Model of Incidental Vocabulary Learning
The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal statistical model (i.e., a set of predictor variables) that best predicts learning gains. Following p…
How effective is second language incidental vocabulary learning? A meta-analysis
There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect …
Considerations to promote and accelerate Open Science: A response to Winke
Psychology (7 works) · Linguistics (6 works) · Second Language Acquisition and Learning (6 works) · Vocabulary (6 works) · Mathematics education (5 works) · Moderation (5 works) · Vocabulary Learning (5 works) · Cognitive psychology (4 works) · Meta-analysis (4 works) · Social Psychology (4 works)