To date, there has been mounting research evidence on the impact of written corrective feedback. In response to this, reviews have been conducted to condense either findings or methodologies through the combined analysis of EFL and ESL studies. Although syntheses shed light on the topic, no one provides exclusive insights into EFL realities.…

This systematic review presents a synthesis of evidence regarding the effectiveness of language and literacy interventions targeting children with EAL. It updates the systematic review by Murphy and Unthiah [2015. A systematic review of intervention research examining English language and literacy development in children with English as an…

This article offers a methodological synthesis spanning 35 years of instructed second language acquisition research on the efficacy of form-focused instruction. Eighty-eight (quasi-) experimental studies were sampled from six academic journals: "Applied Linguistics," "Language Learning," "Language Teaching Research,"…

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…

This study examined how key factors of FFI (degree of explicitness, L1 similarity, proficiency level, and grammar type) influence the accuracy of production. A total of 22 experimental studies, all of which had Korean participants and productive assessments of speech or writing, were selected for analysis. Results revealed that explicit grammar…

Background: It is widely acknowledged that children with developmental language disorder (DLD) predominantly have difficulties in the areas of grammar and vocabulary, with preserved pragmatic skills. Consequently, few studies focus on the pragmatic skills of children with DLD, and there is a distinct lack of studies examining the effectiveness of…

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…

Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110 effect sizes, investigating how reading styles, story…

The current literature review reports the results of four international research studies conducted within recent years to investigate the effectiveness of implementing Dynamic Assessment (DA) in assessing vocabulary development of English language learners. The results of the literature review highlight the positive effects of implementing DA in…

The role of interactional feedback has long been of interest to both second language acquisition researchers and teachers and has continued to be the object of intensive empirical and theoretical inquiry. In this article, I provide a synthesis and analysis of recent research and developments in this area and their contributions to second language…

A meta-analysis was performed to investigate the impact of extensive reading (ER) on reading proficiency. This study gathered 71 unique samples from 49 primary studies published from 1980 to 2014 involving a total of 5,919 participants. Effect sizes were generated separately according to two different study designs: experimental-versus-control…

This article reviews all (quasi)experimental studies appearing in the first 19 volumes (1997-2015) of "Language Teaching Research" (LTR). Specifically, it provides an overview of how statistical analyses were conducted in these studies and of how the analyses were reported. The overall conclusion is that there has been a tight adherence…

The purposes of this study were to investigate the overall effectiveness of extensive reading, whether learners' age impacts learning, and whether the length of time second language learners engage in extensive reading influences test scores. The author conducted a meta-analysis to answer research questions and to identify future research…

This article reports a meta-analysis of studies that investigated the relative effectiveness of comprehension-based instruction (CBI) and production-based instruction (PBI). The meta-analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research…

A review of the literature pertaining to the effect and influence that interim assessments have on student achievement lacks quantitative data to determine the efficiency of their use in the classroom as a school reform tool. This study examined the strength and the direction of the relationships between interim pre and posttest assessments in…