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…

This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the oughtto L2 self, and the L2…

Second language (L2) anxiety has been the object of constant empirical and theoretical attention for several decades. As a matter of both theoretical and practical interest, much of the research in this domain has examined the relationship between anxiety and L2 achievement. The present study meta-analyzes this body of research. Following a…

Focus on form, i.e. brief attention to language items within a larger meaning-focused context (Long 1991; Ellis 2001), occurs in a variety of L2 instructional contexts. Meta-analyses of the effectiveness of focus on form have found overall positive effects; however, these meta-analyses have commented on the small number of studies available for…

In this meta-analysis study, a total of thirty-one studies related to strategy use of students in Taiwan in a web-based English context were identified, collected, and analysed. Three criteria for selecting the appropriate studies are (a) they must have applied web-based instruction; (b) they must be related to English learning; and (c) they had…