Quantitative Research Methods, Study Quality, and Outcomes
The Case of Interaction Research
Dados Bibliográficos
| ID | 4772664 |
|---|---|
| Autores | Luke Plonsky (0000-0002-5791-1839, Michigan State University, autor correspondente), Susan Ga, Susan M Ga (0000-0001-5222-3319, Michigan State University) |
| Ano | 2011 |
| Volume | 61 |
| Fascículo | 2 |
| Páginas | 325-366 |
| Data de publicação | 2011-06-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Language Learning (JOURNAL) |
| Identificadores do periódico | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2011.00640.x |
| OpenAlex | W2171052005 |
| Idioma | EN |
| Citações recebidas | 89 |
| Referências citadas | 94 |
This article constitutes the first empirical assessment of methodological quality in second language acquisition (SLA). We surveyed a corpus of 174 studies (N = 7,951) within the tradition of research on second-language interaction, one of the longest and most influential traditions of inquiry in SLA. Each report was coded for methodological features, statistical analyses, and reporting practices associated with research quality, and the resulting data were examined both cumulatively and over time. The findings indicate not only strengths and weaknesses but a possible relationship between study quality and outcomes; improvements over time and methodological trends are also noted. In addition to providing direction for future research and research practices, the study's findings are discussed and contextualized within the research culture of SLA
Applied linguistics · Empirical research · Epistemology · Linguistics · Quality (philosophy) · Research design · Second-language acquisition · Social science · Sociology · Strengths and weaknesses · Applied Psychology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Social Psychology
Direct and Indirect Written Corrective Feedback
Knowledge as the Engine
Task Sequencing and L2 Production
Enriching Quantitative Phase in Mixed‐Methods Research
Task-Based Language Teaching
Study Quality in Quantitative L2 Research (1990–2010)
A Meta‐Analysis of Reliability Coefficients in Second Language Research
Study Quality in Sla
Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency
Multiple Regression in L2 Research
Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing
The Effectiveness of Second Language Pronunciation Instruction
Linguistic and Geographic Diversity in Research on Second Language Acquisition and Multilingualism
Bootstrapping in Applied Linguistics
The effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables
Large Language Model Self-Efficacy and Metacognition as Bridges in Cross-Linguistic Self-Efficacy Transfer
The development of statistical literacy in applied linguistics graduate students
Statistical knowledge and training in second language acquisition
Misconduct and Questionable Research Practices
Affective, behavioural, and cognitive engagement with written feedback on second language writing
Iris
Adoption of mixed method designs in applied linguistics research
Computer-mediated collaborative writing in L2 classrooms
Collaborative writing in face-to-face settings
Scale quality in second-language anxiety and WTC
A meta-analysis of the reliability of second language reading comprehension assessment tools
Study and instrument quality in perception-based L2 pronunciation research
P -Curving as a Safeguard Against P -Hacking in Sla Research
Introducing the Ssla Methods Forum
Effect Size–driven Sample-Size Planning, Randomization, and Multisite Use in L2 Instructed Vocabulary Acquisition Experimental Samples
Mixed-methods research proficiency for applied linguists
Applied linguistics research in three decades
Second-order synthesis of meta-analytic studies in applied linguistics (1998–2021)
Tracing sampling in applied linguistics
Effect‐Driven Sample Sizes in Second Language Instructed Vocabulary Acquisition Research
Small Samples in Instructed Second Language Acquisition Research
Modeling the bilingual advantage
A typology of secondary research in Applied Linguistics
Examining statistical literacy, attitudes toward statistics, and statistics self‐efficacy among applied linguistics research students in China
The effects of group size on critical thinking and writing development in collaborative writing
A meta-analysis
Planning in L2 writing
Methodological orientations, academic citations, and scientific collaboration in applied linguistics
Exploring “Flow” in young Chinese EFL learners’ online English learning activities
Reporting practices in applied linguistics quantitative research articles across a decade
Commentary 1
Arabic as a heritage language
Instrument Reporting Practices in Second Language Research
Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers
The Impact of Experience Abroad and Language Proficiency on Language Learning Anxiety
Study and Scale Quality in Second Language Survey Research, 2009-2019
Proactive Language Learning Theory
A methodological synthesis and meta-analysis of judgment tasks in second language research
Exploring the potential relationship between eye gaze and English L2 speakers’ responses to recasts
An overview of mixed-effects statistical models for second language researchers
Domain definition and search techniques in meta-analyses of L2 research (Or why 18 meta-analyses of feedback have different results)
Investigating the “bilingual edge”
A Meta-Analysis of Test-Retest Reliability in Language Anxiety Research
Transitioning from Communicative Competence to Multimodal and Intercultural Competencies
Student engagement with oral feedback on second language learning
Metadiscourse in academic writing
Methodological Synthesis in Quantitative L2 Research
Replication in Second Language Research
Research in Second Language Studies at Michigan State University
Interaction and instructed second language acquisition
The path I took
Coming of age
Eye gaze and L2 speakers’ responses to recasts
From replication to substantiation
How do language education researchers attend to quality in qualitative studies
Effects of different forms of explicit instruction on L2 development
Sampling and Generalizability in Lx Research
The replication crisis, scientific revolutions, and linguistics
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
Statistical Significance Testing in Second Language Research
Reporting and Interpreting Quantitative Research Findings
Reconceptualizing Reactivity of Think-Alouds and Eye Tracking
Design Issues and Inference in Experimental L2 Research
Improving Second Language Quantitative Research
The Effectiveness of Second Language Strategy Instruction
Interdisciplinary Research at the Intersection of Call, NLP, and SLA
A Case for Multisite Second Language Acquisition Research
The Utility and Application of Mixed-Effects Models in Second Language Research
Effects of Second Language Pronunciation Teaching Revisited
Methodological Synthesis of Cluster Analysis in Second Language Research
A synthesis of research on grammatical metaphor
Effect Size Reporting Practices in Applied Linguistics Research
Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning
The Cognition Hypothesis
Beyond significance testing
Introduction to Meta‐Analysis
Introduction to Meta‐Analysis
Synthesizing Research on Language Learning and Teaching
Oral Feedback in Classroom Sla
Attention
Input, Interaction, and Second Language Development
Linguistic and Conversational Adjustments to Non-Native Speakers
Constraints on “Noticing the Gap”
How to Estimate and Interpret Various Effect Sizes.
Explicit and Implicit Negative Feedback
Input, Interaction, and Second‐language Acquisition
Comprehensible Output as an Outcome of Linguistic Demands on the Learner
Interactional Feedback and Instructional Counterbalance
The Role of the Linguistic Environment in Second Language Acquisition
The Role of Implicit Negative Feedback in SLA
Recasts in the Adult English L2 Classroom
Conversational Interaction and Second Language Development
Statistical significance testing and cumulative knowledge in psychology
The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners
The input hypothesis
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Consciousness Raising and Noticing through Focus on Form
Feedback, Noticing and Instructed Second Language Learning
Group Work, Task Difference, and Second Language Acquisition
Second-Language Acquisition, Social Interaction, and the Classroom
Input, Interaction and Output
The efficacy of psychological, educational, and behavioral treatment
Study Quality Assessment in Systematic Reviews of Research on Intervention Effects
An experimental comparison of deductive and inductive feedback generated by a simple parser
The relationship between language testing and second language acquisition, revisited
The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks
Experimental psycholinguistic approaches to second language acquisition
Second language acquisition
The use of statistics in L2 acquisition research
Interaction as method and result of language learning
Power, Effect Size, and Second Language Research. A Researcher Comments
Forming a Discipline
The Research Manual
Power, Effect Size, and Second Language Research. Another Researcher Comments
Current Trends in Research Methodology and Statistics in Applied Linguistics
"Information Gap" Tasks
Quantitative Methods in Language Acquisition Research
Communicating about Grammar
Quality Analysis of Journals in Tesol and Applied Linguistics
Some Guidelines for Conducting Quantitative and Qualitative Research in Tesol
The Use of Synchronous Computer Networks in Second Language Instruction
Statistical methods in psychology journals
May I See Your Warrant, Please
The Effectiveness of Second Language Strategy Instruction
Information Type and Its Relation to Nonnative Speaker Comprehension
Focus on Form Through Interaction Enhancement
The Effectiveness of Corrective Feedback in SLA
Corrective Feedback in Native-nonnative Discourse
Negative Feedback Incorporation Among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish
Input, Negotiation, and Age Differences in Second Language Acquisition1
Task-Based Interactions in Classroom and Laboratory Settings
Effectiveness of L2 Instruction
Editors' Announcement
Belief in the law of small numbers
When small effects are impressive
Learner-Generated Attention to Form
Effect-Size Estimates
| Obras citantes distintas | 89 |
|---|---|
| Citações por ano | 5,93 |
| Intervalo de citações | 2011 - 2026 (16) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 86 |