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Reza Norouzian; Zhouhan Jin; Stuart Webb – Modern Language Journal, 2025
Meta-analytic studies of second language (L2) learning typically employ a classic approach to meta-analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta-analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological…
Descriptors: Meta Analysis, Multivariate Analysis, Notetaking, Second Language Learning
Suzuki, Shungo; Kormos, Judit; Uchihara, Takumi – Modern Language Journal, 2021
Listener-based judgements of fluency play an important role in second language (L2) communication contexts and in L2 assessment. Accordingly, our meta-analysis examined the relationship between different aspects of utterance fluency and listener-based judgements of perceived fluency by analyzing primary studies reporting correlation coefficients…
Descriptors: Second Language Learning, Language Fluency, Speech Communication, Oral Language
Plonsky, Luke; Derrick, Deirdre J. – Modern Language Journal, 2016
Ensuring internal validity in quantitative research requires, among other conditions, reliable instrumentation. Unfortunately, however, second language (L2) researchers often fail to report and even more often fail to interpret reliability estimates beyond generic benchmarks for acceptability. As a means to guide interpretations of such estimates,…
Descriptors: Second Language Learning, Meta Analysis, Reliability, Sample Size
Kang, EunYoung; Han, Zhaohong – Modern Language Journal, 2015
Written corrective feedback has been subject to increasing attention in recent years, in part because of the conceptual controversy surrounding it and in part because of its ubiquitous practice. This study takes a meta-analytic approach to synthesizing extant empirical research, including 21 primary studies. Guiding the analysis are two questions:…
Descriptors: Error Correction, Feedback (Response), Second Language Learning, Second Language Instruction
Huang, Shufen; Willson, Victor; Eslami, Zohreh – Modern Language Journal, 2012
This meta-analytic study provides a systematic statistical synthesis of the effects of output tasks on second or foreign incidental vocabulary learning. A total of 12 studies were included in this meta-analysis. Five mediator variables were examined: design quality, types of output task, time on task, genres of text, and text-target word ratios.…
Descriptors: Time on Task, Vocabulary Development, Incidental Learning, Statistical Analysis