Meta-analysis

Bibliography of Research Synthesis and Meta-analysis in Applied Linguistics

This following is a list of references for research synthesis and meta-analysis in applied linguistics. It includes meta-analyses and papers/presentations on topics related to meta-analytic and synthetic methods.

Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21, 199-226.

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2009, April). Systematic review and meta-analysis on the cognitive benefits of bilingualism. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207-245.

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2011). Best practices in teaching literacy to ESL immigrant students: A meta-analysis. British Journal of Educational Psychology, 81, 629-653.

Akiyama, Y., & Cunningham, J. D. (2018). Synthesizing the practice of SCMC-based telecollaboration: A scoping review. CALICO Journal35, 49-76.

Al-Hoorie, A. H. (2018). The L2 motivational self System: A meta-analysis. Studies in Second Language Learning and Teaching, 8, 721-754.

Al-Hoorie, A. H., & Vitta, J. (in press). The seven sins of L2 research: A review of 30 journals’ statistical quality and their CiteScore, SJR, SNIP, JCR Impact Factors. Language Teaching Research.

Alsadhan, R. O. (2011). Effect of textual enhancement and explicit rule presentation on the noticing and acquisition of L2 grammatical structures: A meta-analysis. Unpublished doctoral dissertation, Colorado State University, Fort Collins, CO.

Alsadhan, R. (2012, March). A meta-analysis of textual enhancement research studies. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Boston, MA.

Amini Farsani, M. (2017). Exploring three decades of TEFL research in Iran: conceptions and practices. Unpublished doctoral dissertation, University of Kharazmi, Tehran, Iran.

Amini Farsani, M., Babii, E. (2019). Mapping past, current and future TEFL research trends in Iran: A synthetic review of topics and paradigms in three decades. Journal of Modern Research in English Language Studies, 5, 81-108.

Aoyama, T. (2016, June). Meta-­analysis in L2 motivation: Potentials of quantitative research synthesis. Paper presented at the Warwick International Post Graduate Conference in Applied Linguistics, Warwick, UK.

Aoyama, T. (2016, September). Synthesizing research on L2 motivation: A call for meta-analysis. Paper presented at the Second Language Research Forum (SLRF), Teachers College, Columbia University, New York.

Ardasheva, Y., Wang, Z., Adesope, O. O., Valentine, J. C. (2018). Exploring effectiveness and moderators of language learning strategy instruction on second language and self-regulated learning outcomes. Review of Educational Research, 87, 544-582.

Aslan, E., Ciftci, H. (2019). Synthesizing research on learner perceptions of CMC use in EFL/ESL writing. CALICO Journal, 36, 100-118. https://doi.org/10.1558/cj.34818

Avery, N., & Marsden, E. (2018, May). Towards a frame of reference of effect sizes during self-paced reading in a second language: Estimating the magnitude of sensitivity to morphosyntax and first language influence. Paper presented at Research Methodology in the Field of Second Language Acquisition and Learning. Montpellier, France.

Avery, N., & Marsden, E. (2019). A meta-analysis of sensitivity to grammatical information during self-paced reading: Towards a framework of reference for reading time effect sizes. Studies in Second Language Acquisition. https://doi.org/10.1017/S0272263119000196

Badjadi, N. E. I. (2016). A meta-analysis of the effects of instructional tasks on L2 pragmatics comprehension and production. In S. F. Tang & L. Logonnathan (Eds.), Assessment for learning within and beyond the classroom (pp. 241-268). Singapore: Springer.

Bailey Chen, T.-H. (2016, September). Task-based L2 interaction via synchronous computer-mediated communication: A research synthesis. Paper presented at the Second Language Research Forum (SLRF), Teachers College, Columbia University, New York.

Becker, T., & Nekrasova, T. (2009, Ocober). Effectiveness of practice: A quantitative meta-analysis. Paper presented at the Second Language Research Forum, East Lansing, MI.

Belliveau, G., & Kim, W., (2013). Drama in L2 learning: A research synthesis. Scenario, 7(2), 7–27. Retrieved from http://research.ucc.ie/journals/scenario/2013/02/BelliveauKim/02/en

Biber, D., T. Nekrasova, & Horn, B. (2011). The effectiveness of feedback for L1-English and L2 writing development: A meta-analysis. TOEFL iBT Re-search Report No. TOEFLiBT-14. Princeton, NJ: Educational Testing Service.

Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System, 55, 145-157.

Borràs, J., Llanes, A. (in press). Re-examining the impact of study abroad on L2 development: A critical overview. The Language Learning Journal. https://doi.org/10.1080/09571736.2019.1642941

Boulton, A. (2015). From research to research synthesis in CALL. In F. Helm, F. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL: Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 84-90). Dublin: research-publishing.net

Boulton, A. (2016). Quantifying CALL: significance, effect size and variation. In S. PapadimaSophocleous, L. Bradley, & S. Thouësny (Eds.), CALL communities and culture – short papers from EUROCALL 2016 (pp. 55-60). Research-publishing.net. https://doi.org/10.14705/rpnet.2016.eurocall2016.538

Boulton, A., & Cobb, T. (2014, July). Assembling the data on data-driven learning: A meta-analysis of design issues and outcomes. Paper presented at the 11th Teaching and Language Corpora Conference, Lancaster, UK.

Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67, 348-393.

Boulton, A., & Cobb, T. (2017, July). Evaluating innovation in language teaching:  A meta-analysis of corpus use. Paper presented at the Congress of the International Association for Applied Linguistics (AILA), Rio de Janeiro, Brazil.

Bowles, M. (2010). Features that make a task amenable to think-aloud: A meta-analysis of studies investigating the validity of think-alouds on verbal tasks. In The think-aloud controversy in second language research (Chapter 3). New York: Routledge.

Branum-Martin, L., Tao, S., Garnaat, S., Brunta, F., & Francis, D. J. (2012). Meta-analysis of bilingual phonological awareness: Language, age, and psycholinguistic grain size. Journal of Educational Psychology, 104, 932-944.

Brown, A. V., Plonsky, L., & Teimouri, Y. (2018). The use of course grades as metrics in L2 Research: A systematic review. Foreign Language Annals, 51, 763-778.

Brown, D. (2014, March). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Paper presented at the annual convention of the American Association for Applied Linguistics, Portland, OR.

Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20, 436-458.

Brown, J. D. (2011). What do L2 generalizability studies tell us? International Journal of Assessment and Evaluation in Education, 1, 1-37.

Bryfonski, L., & McKay, T. H. (2019). TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 23, 603-632.

Burston, J. (2014). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27, 4-20. doi:10.1017/S0958344014000159

Burston, J., & Arispe, K. (2018). Looking for a needle in a haystack: CALL and advanced language proficiency. ​CALICO Journal35, ​77-102.

Carpenter, H. S. (2008). A behavioural and electrophysiological investigation of different aptitudes for L2 grammar in learners equated for proficiency level. PhD dissertation. Georgetown University.

Cerezo, L. (2015). Theoretical approaches to CALL research: Toward a psycholinguistic perspective. In R. P. Leow, L. Cerezo & M. Baralt (Eds.), A psycholinguistic approach to technology and language learning. (pp. 23-46). Berlin, Germany; Boston, MA: De Gruyter Mouton.

Chang, M.-M. (2017). A meta-analysis of technology application on language instruction. Proceedings of the 2017 IEEE 17th International Conference on Advanced Learning Technologies (pp. 357-358). DOI 10.1109/ICALT.2017.31

Chang, M.-M., & Lin, M.-C. (2013). Strategy-oriented web-based English instruction – A meta-analysis. Australasian Journal of Educational Technology, 29, 203-216.

Chaudron, C. (2006). Some reflections on the development of (meta-analytic) synthesis in second language research. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 323-339). Philadelphia, PA: John Benjamins.

Chaury, P. (2015). The effects of strategy instruction on reading comprehension in English as a foreign language. Concordia Working Papers in Applied Linguistics, 6, 1-26.

Chen, M.-H. (2016, March). A meta-analysis on the effectiveness of digital game-based vocabulary learning: A framework-based view. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Orlando, FL.

Chen, M.-H. (2017, March). Demonstrating a theoretical stance for meta-analysis: A case of L2 vocabulary learning in Computer-Mediated Communication (CMC). Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), Portland, OR.

Chen, M.-H., Tseng, W.-T., & Hsiao, T.-Y. (in press). The effectiveness of digital game-based vocabulary learning: A framework-based view of meta-analysis. British Journal of Educational Technology. doi:10.1111/bjet.12526

Chen, T. (2014, August). An exploratory quantitative meta-analysis on peer feedback research in the ESL/EFL writing classrooms. Paper presented at the International Association for Applied Linguistics (AILA), Brisbane, Australia.

Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis. Computer Assisted Language Learning, 29, 365-397.

Chen, T., & Lin, H. (2012, March). Effects of peer feedback on EFL/ESL writing improvement: A meta-analysis. Paper presented at the Georgetown University Roundtable on Linguistics and Languages (GURT), Georgetown University, Washington DC.

Cheung, A. C. K., & Slavin, R. E. (2012). Effective reading programs for Spanish-dominant English language learners (ELLs) in the elementary grades: A synthesis of research. Review of Educational Research, 82, 351-395.

Chiu, Y.-H. (2013). Computer-assisted second language vocabulary instruction: A meta-analysis. British Journal of Educational Technology, 44, E52-E56.

Chiu, Y.-h., Kao, C.-w., & Reynolds, B. L. (2012). The relative effectiveness of digital game-based learning types in English
as a foreign language setting: A meta-analysis. British Journal of Educational Technology, 43, E104-E107.

Chwo, G. S. M., Marek, M. W., & Wu, W.-C. V. (2018). Meta-analysis of MALL research and design. System, 74, 62-72.

Cleave, P. L., Becker, S. D., Curran, M. K., Owen Van Horne, A. J., & Fey, M. E. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237-255.

Cobb, M. (2010). Meta-analysis of the Effectiveness of Task-Based Interaction in Form-Focused Instruction of Adult Learners in Foreign and Second Language Teaching. Unpublished doctoral dissertation, University of San Francisco.

Cobb, T., & Boulton, A. (2014, August). Using corpora in language learning: A meta-analysis of effectiveness and efficiency. In J. M. Norris, L. Ortega, & L. Plonsky (organizers), Advancing synthetic methods in applied linguistics. Symposium conducted at the Congress of the International Association for Applied Linguistics (AILA), Brisbane, Australia.

Cobb, T., Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), Cambridge Handbook of English Corpus Linguistics (pp. 478-497). Cambridge, UK: Cambridge University Press.

Cole, M. (2014). Speaking to read: Meta-analysis of peer-mediated learning for English language learnners. Journal of Literacy Research, 46,358-382. DOI: 10.1177/1086296X14552179

Cumming, A., Lai, C., Cho, H. (2016). Students’ writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes, 23, 47-58.

Culpepper, J., * Gillings, M. (in press). Pragmatics: Data trends. Journal of Pragmatics.

de Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias? Psychological Science, 26, 99–107.

Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (in press) Don’t throw away your printed books: A meta-analysis on the effects of reading media on comprehension. Educational Research Review.

de Araujo, Z., Roberts, S. A., Willey, C., & Zahner, W. (2018). English learners in K-12 mathematics education: A review of the literature. Review of Educational Research, 88, 879-919.

de Boer, H., Donker-Bergstra, A. S., & Kostons, D. D. N. M. (2012). Effective strategies for self-regulated learning: A meta-analysis. Groningen: GION onderzoek/onderwijs.

Derrick, D. J. (2016). Instrument reporting practices in second language research. TESOL Quarterly, 50, 132-153.

de Vos, J. F., Schriefers, H., Nivard, M. G., Lemhöfer, K. (in press). A meta-analysis and meta-regression of incidental second language word learning from spoken input. Language Learning, 68, 906-941.

Diao, N. X. (2013, March). Cross language transfer of metalinguistic awareness: Evidence from a meta-analysis of Chinese-English bilingual children. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Dallas, TX.

Dinsmore, T. H. (2000). The relationship of universal grammar to second language acquisition: A meta-analysis. Unpublished doctoral dissertation, University of Cincinnati.

Dinsmore, T. H. (2006). Principles, parameters, and SLA: A retrospective meta-analytic investigation into adult L2 learners’ access to Universal Grammar. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 53-90). Philadelphia: John Benjamins.

Dollaghan, C. A., & Horner, E. A. (2011). Bilingual language assessment: A meta-analysis of diagnostic accuracy. Journal of Speech, Language, and Hearing Research, 54, 1077-1088.

Donker, A. S., de Boer, H., & Kostons, D. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26.

Donnelly, S., Brooks, P. J., & Homer, B. D. (2015). Examining the bilingual advantage on conflict resolution tasks: A meta-analysis. In D. C. Noelle et al. (Eds.), Proceedings of the 37th annual conference of the cognitive science society (pp. 596-601). Austin, TX: Cognitive Science Society.

Durrant, P. (2014). Corpus frequency and second language learners’ knowledge of collocations: A meta-analysis. International Journal of Corpus Linguistics, 19, 443–477.

DuVernet, A., Nelson, K., & Surface, E.A. (2012, April). Meta-analysis on the relationships between foreign-language training criteria. Poster presented at the 27th Annual Conference of the Society for Industrial and Organizational Psychology, San Diego, CA.

Egert, F., Sachse, S., & Groth, K. (2019, June). Language interventions for improving the L1 and L2 development of dual language learners in early education and care: An international meta-analysis. Paper presented at the International Symposium on Bilingualism (ISB), Alberta, CA.

Elahi Shirvan, M. (2014). The Effectiveness of Strategy-based Instruction in Teaching English as a Second or Foreign Language: A Meta-Analysis of Experimental Studies. Unpublished doctoral dissertation, Ferdowsi University of Mashhad, Iran.

Elahi Shirvan, M., Khajavy, G. H., MacIntyre, P. D., & Taherian, T. (in press). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguistic Research.

Elgort, I. (2018). Technology-mediated second language vocabulary development: A review of trends in research methodology. CALICO Journal, 35.

Ellis, N. C. (2006). Meta-analysis, human cognition, and language learning. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 301-322). Philadelphia: John Benjamins.

Ellis, N. C., & Sagarra, N. (2011). Learned attention in adult language acquisition: A replication and generalization study and meta-analysis. Studies in Second Language Acquisition, 33, 589-624.

Ellis, R. (2013, March). Meta-analysis or mega-silliness? Re-visiting Eysenck’s critique for SLA. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Dallas, TX.

Ellis, R. (2018). Meta-analysis in second language acquisition research: A critical appraisal. Journal of Second Language Studies, 1, 231-253.

Elgort, I. (2018). Technology-mediated second language vocabulary development: A review of trends in research methodology. CALICO Journal35, 1-29.

Faez, F., Karas, M., & Uchihara, T. (2018, March). Connecting language pedagogy to teaching ability. A meta-analysis. Paper presented at the American Association for Applied Linguistics (AAAL), Chicago, IL.

Feliz, U. (2005). What do meta-analyses tell us about CALL effectiveness? ReCALL, 17, 269-288.

Feliz, U. (2008). The unreasonable effectiveness of CALL: What have we learned in two decades of research? ReCALL, 20, 141-161.

Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared book reading interventions with English learners: A meta-analysis. Review of Educational Research, 88, 712–751.

Flahive, D. (2009, March). Problematic trends in second language reading research as found through meta-analysis. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Denver, Colorado.

Flahive, D. (2014, March). Power analysis in applied linguistics meta-analysis: A critical omission. Paper presented at the annual convention of the American Association for Applied Linguistics, Portland, OR.

Flahive, D. (2017, March). Exploring the meta-analysis washback effect in instructed L2 reading. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), Portland, OR.

Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M, & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for the use of accommodations in large-scale assessments. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved July 3, 2013 from centeroninstruction.org/files/ELL3-assessments.pdf

Fuertes, J. N., Gottdiener, W. H., Martin, H., Gilberts, T. C., & Giles, H. (2012). A meta analysis of the effects of speakers’ accents on interpersonal evaluations. European Journal of Social Psychology, 42, 120–133.

García, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84, 74-111.

Gass, S., Crowther, D., Marsden, E., Plonsky, L., & Spinner, P. (2016, September). A methodological synthesis of judgment tasks in second language research. Paper presented at the Second Language Research Forum (SLRF), Teachers College, Columbia University, New York.

Gissel, A., Surface, E. A., & DuVernet, A. (2013, March). The role of individual differences in foreign language speaking acquisition: A meta-analytic investigation. Paper presented at the meeting of the American Association of Applied Linguistics, Dallas, TX.

Goldschneider, J. M., & DeKeyser, R. M. (2001). Explaining the natural order of L2 morpheme acquisition: A meta-analysis of multiple determinants. Language Learning, 51, 1-50.

Godfroid, A. (2018, March). Eye-tracking research across SLA disciplines: A synthetic review. Paper presented at the American Association for Applied Linguistics (AAAL), Chicago, IL.

Godfroid, A., Minhye, K. M., Hui, B., & Isbell, D. (2018, October). Validating implicit and explicit L2 knowledge measures: A research synthesis. Paper presented at the Second Language Research Forum (SLRF), Montreal, Canada.

Gonulal, T. (2019). Missing data management practices in L2 research: The good, the bad and the ugly. Erzincan University Journal of Education Faculty, 21, 56-73.

Goo, J., Granena, G., Novella, M., & Yilmaz, Y. (2009, October). Implicit and explicit instruction in L2 learning: Norris and Ortega (2000) revisited and updated. Paper presented at the Second Language Research Forum, East Lansing, MI.

Goo, J., Granena, G., Yilmaz, Y., & Novella, M. (2015). Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 443-482). Amsterdam: John Benjamins.

Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60, 183-208.

Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of reading, 17, 257-285.

Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710-744.

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476.

Granena, G., & Yilmaz, Y. (2019). Aptitude-treatment interaction in L2 learning: A research synthesis. Studies in English Education, 23, 803-830. http://dx.doi.org/10.22275/SEE.23.4.02

Greene, J. P. (1998). A meta-analysis of the effectiveness of bilingual education. Claremont, CA: Thomas Rivera Policy Institute.

Grgurović, M. (2007, October). Research on CALL comparison studies: Can a meta-analysis inform instructed SLA? Paper presented at the Second Language Research Forum, Urbana-Champaign, IL.

Grgurović, M., Chapelle, C. A., & Shelley, M. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL25, 165-198.

Grundy, J. G., & Timmer, K. (2017). Bilingualism and working memory capacity: A comprehensive meta-analysis. Second Language Research, 33, 325-340.

Gurzynski-Weiss, L., & Plonsky, L. (2017). Look who’s interacting: A scoping review of research involving non-teacher/non-peer interlocutors. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 305-324). Philadelphia, PA: John Benjamins.

Hall, C., Roberts, G. J., Cho, E., McCulley, L. V., Carroll, M., Vaughn, S. (2017). Reading instruction for English learners in the middle grades: A meta-Analysis. Educational Psychology Review, 29, 173-194.

Hamada, A. (2018, March). Evidence-based practice in extensive reading among Japanese EFL learners. Poster presented at the American Association for Applied Linguistics (AAAL), Chicago, IL.

Hambly, H., Wren, Y., & McLeod, S. (2013). The influence of bilingualism on speech production: A systematic review. International Journal of Language & Communication Disorders, 48, 1-24.

Hamrick, P., Lum, J. A. G., & Ullman, M. T. (in press). Child first language and adult second language are both tied to general-purpose learning systems. Proceedings of the National Academy of Science of the United States of America.

Han, S. (2014, March). The effectiveness of teaching formulaic sequences on l2 language learning: A meta-analysis. Paper presented at the annual convention of the American Association for Applied Linguistics, Portland, OR.

Han, Z. (2015). Striving for complementarity between narrative and meta-analytic reviews. Applied Linguistics, 36, 409-415.

Hashemi, M. R., & Babaii, E. (2013). Mixed methods research: Toward new research designs in applied linguistics. Modern Language Journal, 97, 828-852. DOI: 10.1111/j.1540-4781.2013.12049.x

Hijikata, Y. (2008, September). The relationship between L2 comprehension and working memory capacity: A meta-analysis. Paper presented at the 41st Annual Conference of the British Association for Applied Linguistics, Swansea, UK.

Hijikaya-Someya, Y., & Min, J. (2018, March). Systematic research synthesis on ESP speaking assessments. Paper presented at the American Association for Applied Linguistics (AAAL), Chicago, IL.

Hill, S. R. (2018). A meta-analysis of the effect of ten language immersion programs on academic achievement. Spanish and Portuguese Review, 4, 23-50.

Hirai, A. (2018). The effects of study abroad duration and predeparture proficiency on the L2 proficiency of Japanese university students: A meta-analysis approach. JLTA Journal, 21, 102–123. doi:10.20622/jltajournal.21.0_102

Hirai, A., Ito, N., & O’Ki, T. (2011). Applicability of peer assessment for classroom oral performance. Japan Language Testing Association Journal, 14, 41–59.

Hirai, A., Maeda, H., Oka, H., & Kato, T. (2017, September). Evaluating study abroad programs on L2 improvement of Japanese students: A meta-analysis approach. Paper presented at the Annual Conference of the Japan Language Testing Association, Aizu, Fukushima.

Honda, K., Hoshika, K., Aoyama, T., Someya, F., Yamamoto, T. (2018). A systematic review of articles in KATE 1–31: Changing trends in the field of English education. KATE Journal, 32, 85-98.

Hu, Y., & Plonsky, L. (2018, June). Checking of assumptions in L2 research. A systematic review. Paper presented at the Asia TEFL International Conference. University of Macau, Macau SAR, China.

Hu, Y., & Plonsky, L. (2018, October). Statistical assumptions in L2 research: A systematic review. Paper presented at the Second Language Research Forum (SLRF), Montreal, Canada.

Hu, Y., & Plonsky, L. (in press). Statistical assumptions in L2 research: A systematic review. Second Language Research.

Huang, B. H. (2015): A synthesis of empirical research on the linguistic outcomes of early foreign language instruction. International Journal of Multilingualism, 13, 257-273. DOI: 10.1080/14790718.2015.1066792

Huang, S.-F. (2012).  Effects of tasks and glosses on L2 incidental vocabulary learning: Meta-analyses. Unpublished doctoral dissertation, Texas A&M University.

Huang, S.-F., Eslami, Z., & Willson, V. (2012).The effects of task involvement load on L2 incidential vocabulary: A meta-analytic study. Modern Language Journal96, 544-557.

In’nami, Y. (2012). Meta bunseki nyumon: Kenkyu kekka wo togo suruniha (An introduction to meta-analysis). In O. Takeuchi & A. Mizumoto (Eds.), Gaikokugo kyoiku kenkyu handbook: Kenkyu shuho no yoriyoi rikaino tameni (The handbook of research into foreign language education) (pp. 227–239). Tokyo: Shohakusha.

In’nami, Y., Hijikata-Someya, Y., & Koizumi, R. (2017, September). L2 working memory capacity and L2 reading comprehension: A meta-analysis. Paper presented at the 1st Japan Second Language Acqusition Research Forum (J-SLARF) meeting, Chuo University, Tokyo, Japan.

In’nami, Y., & Koizumi, R. (2009). A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats. Language Testing, 26, 219-244.

In’nami, Y., & Koizumi, R. (2010). Database selection guidelines for meta-analysis in applied linguistics. TESOL Quarterly44, 169-184.

In’nami, Y., & Koizumi, R. (2011). Structural equation modeling in language testing and learning research. Language Assessment Quarterly, 8, 250-276.

In’nami, Y., & Koizumi, R. (2012). A quantitative reanalysis of data on the structure of L1 and L2 language ability in multitrait-multimethod studies. Asian EFL Journal, 14, 213–264.

In’nami, Y., Koizumi, R. (2014). Research synthesis and meta-analysis in second language learning and testing. English Language Teaching & Learning, 38, 1-27.

In’nami, Y., & Koizumi, R. (Eds.) (2014). Research synthesis and meta-analysis in second language learning and testing. Special issue ofEnglish Teaching and Learning.

In’nami, Y., & Koizumi, R. (2016). Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies. Language Testing, 33, 341-346.

In’nami, Y., Koizumi, R., & Jeon, H. E. (2017, March). L2 speaking proficiency and its features: A meta-analysis. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), Portland, OR.

Jabbari, N., & Eslami, Z. R. (in press). Second language learning in the context of massively multiplayer online games: A scoping review. ReCALL, 1-22.

Jackson, D., & Suethanapornkul, S. (2011, November). The cognition hypothesis: A synthesis and meta-analysis. Paper presented at TBLT, University of Auckland, New Zealand.

Jackson, D., & Suethanapornkul, S. (2013). The Cognition Hypothesis: A synthesis and meta-analysis of research on second language task complexity. Language Learning, 63, 330-367.

Jäger, L. A., Engelmann, F., & Vasishth, S. (2017). Similarity-based interference in sentence comprehension: Literature review and Bayesian meta-analysis. Journal of Memory and Language, 94, 316-339

James, M. A. (2014). Learning transfer in English-for-academic-purposes contexts: A systematic review of research. Journal of English for Academic Purposes, 14, 1-13.

Jeon, E. H. (2012, April). A meta-analytic review of L2 reading component tests. Paper presented at the Language Testing Research Colloquium, Princeton, NJ.

Jeon, E.-Y., & Day, R. R. (2015). The effectiveness of core ER principles. Reading in a Foreign Language, 27, 302-307.

Jeon, E.-Y., & Day, R. R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28, 246-265.

Jeon, E. H., In’nami, Y., & Koizumi, R. (2016, March). L2 speaking proficiency and its correlates: A meta-analysis. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Orlando, FL.

Jeon, E. H., In’nami, Y., & Koizumi, R. (2016, September). L2 speaking proficiency and its correlates: A meta-analysis. Paper presented at the Second Language Research Forum (SLRF), Teachers College, Columbia University, New York.

Jeon, E. H., & Kaya, T. (2006). Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 165-211). Philadelphia: John Benjamins.

Jeon, E. H., & Yamashita, J. (2011, October). The relationship of second language reading comprehension to its components: A meta-analysis of correlation coefficients. Paper presented at the Second Language Research Forum, Ames, IA.

Jeon, E. H., & Yamashita, J. (2013, March). Relationship between L2 reading comprehension and its predictors: A meta-analysis of correlation coefficients. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Dallas, TX.

Jeon, E. H., & Yamashita, J. (2014). L2 reading Comprehension and its correlates: A meta-analysis. Language Learning, 64, 160-212.

Johnson, D. M. (2017, March). Cognitive task complexity and L2 written syntactic complexity, lexical complexity, accuracy, and fluency: A research synthesis and meta-analysis. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), Portland, OR.

Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13-38.

Kojima, M. (2017, March). ESL/EFL writing performance and its correlations with five dimensions of lexical richness: A meta-analysis. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), Portland, OR.

Jun, S. W., Ramirez, G., & Cumming, A. (2010). Tutoring adolescents in literacy: A meta-analysis. McGill Journal of Education / Revue des Sciences de L’éducation de McGill, 45, 219-238.

Jung, J.-Y., & Zhou, X. (2015, October). The interface between the type of instruction and the type of grammatical features: A meta-analysis. Paper presented at the Second Language Research Forum (SLRF), Atlanta, GA.

Jung, J.-Y., & Zhou, X. (2016, March). The interface between the type of instruction and the type of grammatical features: A meta-analysis. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Orlando, FL.

Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. Modern Language Journal, 99, 1-18.

Kang, E. Y., Sok, S., & Han, Z. (2019). Thirty-five years of ISLA on form-focused instruction: A meta-analysis. Language Teaching Research, 23, 428–453​. ​

Kao, C.-W. (2014). The effects of digital game-based learning task in English as a foreign language contexts: A meta-analysis. Education Journal, 42(2), 113-141.

Kao, C.-W., & Wible, D. (2011, October). The distinction between focused and unfocused grammar feedback matters: A meta-analysis. Paper presented at the Second Language Research Forum, Ames, IA.

Kao, C.-W., & Wible, D. (2014). A meta-analysis on the effectiveness of grammar correction in second language writing. English Language Teaching & Learning, 38, 29-69.

Ke, S. (2014, March). Cross-linguistic transfer of metalinguistic awareness in child L2 reading: A meta-analysis of correlation coefficients. Paper presented at the annual convention of the American Association for Applied Linguistics, Portland, OR.

Kent, S. C., & Wanzek, J. (2016). The relationship between component skills and writing quality and production across developmental levels: A meta-analysis of the last 25 years. Review of Educational research, 86, 570-601.

Khany, R., & Tazik, K. (in press). Levels of statistical use in applied linguistics research articles: From 1986 to 2015. Journal of Quantitative Linguistics.

Kim, J.-R. (2011, September). Meta-analysis of classroom-based extensive reading programs. Paper presented at the First Extensive Reading World Congress, Kyoto, Japan.

Kim, S. (2019, March). Non-selective lexical access in bilinguals: A meta-analytic review of masked phonological and orthographic priming studies. Paper presented at the American Association for Applied Linguistics, Atlanta, GA.

Keck, C. M., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S. (2006). Investigating the empirical link between task-based interaction and acquisition: A meta-analysis. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 91-131). Philadelphia: John Benjamins.

Kieffer, M. T., Lesaux, N. K., Rivera, M., & Francis, D J. (2009). Accommodations for English language learners taking large-scale assessments: A meta-analysis on effectiveness and validity. Review of Educational Research, 79, 1168-1201.

Ko, S., Yang, X., Eslami, Z. (2018, March). The effects of study abroad experience on L2 pragmatic development: A meta-analysis. Poster presented at the American Association for Applied Linguistics (AAAL), Chicago, IL.

Koo, J., Becker, B. J., & Kim, Y.-S. (2014). Examining differential item functioning trends for English language learners in a reading test: A meta-analytical approach. Language Testing, 31, 89-109.

Krashen, S. (2007). Extensive reading in English as foreign language by adolescents and young adults: A meta-analysis. The International Journal of Foreign Language Teaching, 3, 23-29.

Larson-Hall, J. (2017). Moving beyond the bar plot and the line graph to create informative and attractive graphics. Modern Language Journal, 101, 244-270.

Larson-Hall, J., & Plonsky, L. (2015). Reporting and interpreting quantitative research findings: What gets reported and recommendations for the field. Language Learning, 65, Supp. 1 (edited by J. M. Norris, S. J. Ross, & R. Schoonen), 127-159.

Lauro, J., & Schwartz, A. I. (2017). Bilingual non-selective lexical access in sentence contexts: A meta-analytic review. Journal of Memory and Language, 92, 217-233.

Le, H. V. (2019, March). A methodological review of L2 online, hybrid, and blended learning: Challenges and recommendations. Paper presented at the American Association for Applied Linguistics, Atlanta, GA.

Lee, H., & Bach, C. (2018, October). L2 online, hybrid and blended learning: A methodological review. Paper presented at the Second Language Research Forum (SLRF), Montreal, Canada.

Lee, S.-K. (2010, July). The what, how, and why of meta-analysis. Paper presented at The Korea Association of Teachers of English 2010 International Conference, Seoul, Korea.

Lee, S.-K., & Huang, H.-T. (2008). Visual input enhancement and grammar learning: A meta-analytic review. Studies in Second Language Acquisition, 30, 307–331.

Lee, H., Warschauer, M., & Lee, J. H. (in press). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics.

Lee, J., Jang, J., & Plonsky, L. (2013, March). The effectiveness of second language pronunciation instruction: A meta-analysis. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Dallas, TX.

Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics36, 345-366.

Lee, J., Crowther, D., Kim, S., Lim, J., Loewen, S. (2017, October). Methodological synthesis of cluster analysis in second language acquisition research. Paper presented at the Second Language Research Forum (SLRF), Columbus, OH.

Leeser, M. (2016, September). The effectiveness of processing instruction: A meta-analysis. Paper presented at the Second Language Research Forum (SLRF), Teachers College, Columbia University, New York.

Lehtonen, M., Soveri, A., Laine, A., Järvenpää, J., de Bruin, A., & Antfolk, J. (2018). Is bilingualism associated with enhanced executive functioning in adults? A meta-analytic review. Psychological Bulletin, 144, 394-425. doi:10.1037/bul0000142

Lei, L., & Liu, D. (in press). Research trends in applied linguistics from 2005 to 2016: A bibliometric analysis and its implications. Applied Linguistics.

Li, H., & Suen, H. K. (2012). The effects of test accommodations for English language learners: A meta-analysis. Applied Measurement in Education, 25, 327-346.

Li, H., Xiong, Y., Zang, X., & Kornhaber, M. L. (2016). Peer assessment in the digital age: A meta-analysis comparing peer and teacher ratings. Assessment & Evaluation in Higher Education, 41, 245-264.

Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309–365.

Li, S. (2013, March). A Meta-analytic review of the associations between language aptitude and second language grammar learning. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Dallas, TX.

Li, S. (2015). The associations between language aptitude and second language grammar acquisition: A meta-analytic review of five decades of research. Applied Linguistics, 36, 385-408.

Li, S. (2016). The construct validity of language aptitude. Studies in Second Language Acquisition, 38, 801-842. DOI: 10.1017/S027226311500042X.

Li, S. (2017, March). Student and teacher beliefs about corrective feedback: A meta-analysis and narrative review. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), Portland, OR.

Li, S. (2017). Student and teacher beliefs and attitudes about oral corrective feedback. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (pp. 143-157). New York, NY: Routledge.

Li, S. (2017). The effects of cognitive aptitudes on the process and product of L2 interaction: A synthetic review. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 41-70). Philadelphia, PA: John Benjamins.

Li, S., Shintani, N., & Ellis, R. (2012). Doing meta-analysis in SLA: Practice, choices, and standards. Contemporary Foreign Language Studies, 384/12, 1-17.

Li, S., Shintani, N., & Ellis, R. (Eds.) (2015). The complementary contribution of meta-analysis and narrative review in second language acquisition research. Special issue of Applied Linguistics.

Lin, H. (2012). The effectiveness of computer-mediated communication on SLA: A meta-analysis and research synthesis. In L. Bradley & S. Thouësny (Eds.) EUROCALL Proceedings (pp. 177-181). Dublin, Ireland: Research-Publishing.net.

Lin, H. (2014). Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research.Language Learning & Technology, 18, 120-147.

Lin, H. (2015). A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA. Language Learning & Technology, 19, 86-117.

Lin, H. (2015). Computer-mediated communication (CMC) in L2 oral prociency development: A meta-analysis. ReCALL, 27, 261-287.

Lin, H., Chen, T., & Liou, H.-C. (in press). Transparency of reporting in CALL meta-analyses between 2003 and 2015. ReCALL.

Lin, J.-J. (2018, May). The effects of mobile-assisted second language vocabulary learning: A meta-analysis of the research. Paper presented at the International Conference on Language Teaching and Learning (ROC TEFL), Hsinchu, Taiwan.

Lin, J. J., & Lin, H. (in press). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning.

Lin, W.-C. (2011). Effects of text-based synchronous computer-mediated communication on second language acquisition: A quantitative meta-analysis. Unpublished thesis. National Tsing Hua University.

Lin, W.-C., Huang, H.-T., & Liou, H.-C. (2013). The effects of text-based SCMC on SLA: A meta-analaysis. Language Learning & Technology, 17, 123-142.

Linck, J. A. (2015). Methods matter for critical reviews too. Cortex, 73, 354-355.

Linck, J., Osthus, P., Koeth, J., & Bunting, M. (2012, October). Working memory and second language learning, comprehension, and production: A meta-analysis. Paper presented at the Second Language Research Forum (SLRF), Pittsburgh, PA.

Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F. (2014). Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21, 861-883.

Lindstromberg, S. (in press). Inferential statistics in Language Teaching Research: A review and ways forward. Language Teaching Research.

Lindstromberg, S. (in press). Guidelines, recommendations, and supplementary discussion. Language Teaching Research.

Liu, H., & Cao, F. (2016). L1 and L2 processing in the bilingual brain: A meta-analysis of neuroimaging studies. Brain and Language, 159, 60-73.

Liu, Q., & Brown, D. (2015). Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing. Journal of Second Language Writing, 30, 66-81.

Lo, Y. Y., & Lo, E. S. C. (2014). A meta-analysis of the effectiveness of English-medium education in Hong Kong. Review of Educational Research, 84, 47-73.

Lu, X. (2012). The relationship of lexical richness to the quality of ESL learners’ oral narratives. Modern Language Journal, 96, 190–208.

Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265–302.

Macaro, E., Curle, S., Pubn, J. An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51, 36-76.

Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407-451). New York: Oxford University Press.

Mackey, B., & Ross, S. J. (2015). Bayesian informative hypothesis testing. In L. Plonsky (Ed.), Advancing quantitative methods in second language research (pp. 329-345). New York, NY: Routledge.

Maeng, U. (2014). The effectiveness of reading strategy instruction: A meta-analysis. English Teaching, 69, 105-127.

Mahowald, K., James, A., Futrell, R., & Gibson, E. (2016). A meta-analysis of syntactic priming in language production. Journal of Memory and Language, 91, 5-27.

Manz, Hughes, C., Barnabas, E., Bracalielloa, C. Ginsburg-Block, M. (2010). A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children? Early Childhood Research Quarterly, 25, 409-431.

Marsden, E. , Morgan-Short, K., Thompson, S., & Abugaber, D. (2018). Replication in second language research: Narrative and systematic reviews and recommendations for the field. Language Learning, 68, 321-391. DOI: 10.1111/lang.12286

Marsden, E., Plonsky, L., Crowther, D. Gass, S., Spinner, P. (2016, August). Looking back and looking forward: A methodological synthesis of judgment tasks in second language research. Paper presented at EuroSLA, Jyväskylä, Finland.

Marsden, E., Thompson, S., & Plonsky, L. (2018). A methodological synthesis of self-paced reading in second language research. Applied Psycholinguistics, 39, 861-904.
(This article is open access: download here)
(See special collection of SPR tasks on IRIS here)

Masgoret, A.-M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123-163.

Masters, M. C. (2014, October). A validity generalization argument for the use of self-assessment in second language testing. Paper presented at the Second Language Research Forum (SLRF), Columbia, SC.

McAndrews, M. (2019). Short periods of instruction improve learners’ phonological categories for L2 suprasegmental features. System, 82, 151-160. https://doi.org/10.1016/j.system.2019.04.007

McKay, T. H. (2019). More on the validity and reliability of C-test scores: A comprehensive meta-analysis of C-test studies. Doctoral dissertation, Georgetown University

Melby-Lervag, M., & Lervag, A. (2011). Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: A meta-analysis of the correlational evidence. Journal of Research In Reading, 34, 114-135.

Melby-Lervag, M., & Lervag, A. (2014). Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners. Psychological Bulletin140, 409-433.

Mendoza, A. (2018, October). Motivation to learn languages other than English (LOTEs): A research synthesis. Paper presented at the Second Language Research Forum (SLRF), Montreal, Canada.

Mendoza, A., & Phung, H. (2019). Motivation to learn languages other than English: A critical research synthesis. Foreign Language Annals, 52, 120-140.

Miller, P. C. (2003). The effectiveness of corrective feedback: A meta-analysis. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.

Miller, P. C., & Pan, W. (2009, March). Recasts in the L2 classroom: A meta-analytic review. Paper presented at the meeting of the American Association for Applied Linguistics, Denver, CO.

Miller, P. C., & Pan, W. (2012). Recasts in the L2 classroom: A meta-analytic review. International Journal of Educational Research, 56, 48-59.

Miller, T. R., & Ke, S. (2017, March). Morphological awareness and second language reading: A meta-analysis of correlation coefficients. Paper presented at Annual Conference of the American Association for Applied Linguistics (AAAL), Portland, OR.

Mizumoto, A., & Chujo, K. (2015). A meta-analysis of data-driven learning approach in the Japanese EFL classroom. English Corpus Studies, 22, 1-18.

Mizumoto, A. Urano, K., Maeda, H. (2014). A systematic review of published articles in ARELE 1–24: Focusing on their themes, methods, and outcomes. ARELE (Annual Review of English Language Education in Japan), 25, 33-48.

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Morgan-Short, K., Marsden, E., Heil, J., Issa, B. I., Leow, R. P., Mikhaylova, A., Mikołajczak, S., Moreno, N., Slabakova, R., & Szudarski, P. (2018). Multisite replication in second language acquisition research: Attention to form during listening and reading comprehension. Language Learning, 68, 392-437.

Mukadam, N., Sommerlad, A., & Livingston, G. (2017). The relationship of bilingualism compared to monolingualism to the risk of cognitive decline or dementia: A systematic review and meta-analysis. Journal of Alzheimer’s Disease, 58, 45-54.

Nakanishi, T. (2014). A meta-analysis of extensive reading research. Unpublished doctoral dissertation, Temple University.

Nakanishi, T. (2014, August). Evidence from pre-post design extensive reading research: A meta-analysis. Paper presented at the International Association for Applied Linguistics (AILA), Brisbane, Australia.

Nakanishi, T. (2014). A meta-analysis of extensive reading research. TESOL Quarterly49, 6-37.

Nekrasova, T., & Becker, T. (2009). Effectiveness of practice: A research synthesis and quantitative meta-analysis. Unpublished manuscript.

Nelson, K. J., Surface, E. A., DuVernet, A. M., & Cahoon, M. V. (2011, June). Language aptitude, first language ability, and second language proficiency: A meta-analytic investigation. Paper presented at the 33rd Annual Language Testing Research Colloquium, Ann Arbor, MI.

Nelson, K., Surface, E., DuVernet, A., & Thornhill, D. (2012, March). Perceived versus actual productive proficiency measures: A meta-analytic investigation of the relationship between self-reported and assessed speaking and writing. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Boston, MA.

Nassaji, H. (2016). Anniversary article: Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20, 535-562.

Nematollahi, B., Behjat, F., & Asghar Kargar, A. (2017). A meta-analysis of vocabulary learning strategies of EFL learners. English Language Teaching, 10, 1-10.

Norris, J. M. (2012). Meta-analysis. In C. Chapelle (Ed.), Encyclopedia of applied linguistics (pp. 3653-3662). Malden, MA: Wiley.

Norris, J. M. (2013, March). The contribution of meta-analysis to SLA research and theory: Discussion. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Dallas, TX.

Norris, J. M. (2014, August). Committing to a synthetic ethic in applied linguistics research. In J. M. Norris, L. Ortega, & L. Plonsky (organizers), Advancing synthetic methods in applied linguistics. Symposium conducted at the Congress of the International Association for Applied Linguistics (AILA), Brisbane, Australia.

Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.

Norris, J. M., & Ortega, L. (2001). Does type of instruction make a difference? Substantive findings from a meta-analytic review. In R. Ellis (Ed.), Form-focused instruction and second language learning (pp. 157-213). New York: Blackwell. The Best of Language Learning Series, Vol. 4.

Norris, J. M., & Ortega, L. (Eds.). (2006). Synthesizing research on language learning and teaching. Philadelphia: John Benjamins.

Norris, J. M., & Ortega, L. (2006). The value and practice of research synthesis for language learning and teaching. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 3-50). Philadelphia: John Benjamins.

Norris, J. M., & Ortega, L. (2007). The future of research synthesis in applied linguistics: Beyond art or science. TESOL Quarterly, 41, 805-815.

Norris, J. M., & Ortega, L. (2010). Timeline: Research synthesis. Language Teaching43, 61-79.

Norris, J. M., & Plonsky, L. (under contract). Research synthesis and meta-analysis in applied linguistics: A practical guide. New York, NY: Routledge.

Nurmukhamedov, U. (2014, February). The effectiveness of technology in collocation instruction: A meta-analysis. Paper presented at the AZ CALL Conference, Arizona State University, Tempe, AZ.

Oberg, G., & Ramírez, M. (2006). Cross-linguistic meta-analysis of phonological fluency: Normal performance across cultures. International Journal of Psychology, 41, 342-347.

Ortega, L. (2008, June). The future of meta-analysis in applied linguistics. Paper presented at the Distinguished Lecture Series, International Graduate School of English, Seoul, Korea.

Ortega, L. (2010). Research synthesis. In B. Paltridge & A. Phakiti (Eds.), Companion to research methods in applied linguistics (pp. 111-126). London: Continuum.

Ortega, L. (2011). Doing synthesis and meta-analysis in applied linguistics. Invited workshop at Tsing Hua University, Taipei, June 8, 2011.

Oswald, F. L., & Plonsky, L. (2010). Meta-analysis in second language research: Choices and challenges. Annual Review of Applied Linguistics, 30, 85-110.

Oxley, E., de Cat, C. (in press). A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL). Language Learning, Journal. doi.org/10.1080/09571736.2019.1597146

Paquot, M., & Plonsky, L. (2017). Quantitative research methods and study quality in learner corpus research. International Journal of Learner Corpus Research, 3, 61-94. doi 10.1075/ijlcr.3.1.03paq

Pennock-Roman, M., & Rivera, C. (2011). Mean effects of test accommodations for ELLs and non-ELLs: A meta-analysis of experimental studies. Educational Measurement: Issues and Practice, 30, 10-28.

Peng, P., Barnes, M., Wang, C. C., Wang, W., & Li, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144, 48-76.

Peterson, M. (2010). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41, 72-93.

Plonsky, L. (2009, November). A meta-analysis of strategy instruction for L2 writing. Paper presented at the Symposium on Second Language Writing, Tempe, AZ.

Plonsky, L. (2009, April). Towards a measure of quality for meta-analyses of L2 research. Paper presented at the SLS Spring Symposium, East Lansing, MI.

Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61, 993-1038.

Plonsky, L. (2011). Study quality in SLA: A cumulative and developmental assessment of designs, analyses, reporting practices, and outcomes in quantitative L2 research. Unpublished doctoral dissertation, Michigan State University.

Plonsky, L. (2012). Effect size. In P. Robinson (Ed.), The Routledge encyclopedia of second language acquisition (pp. 200-202). New York: Routledge.

Plonsky, L. (2012). Replication, meta-analysis, and generalizability. In G. Porte (Ed.), A guide to replication in applied linguistics (pp. 116-132). New York: Cambridge University Press.

Plonsky, L. (2012, October). How big is ‘big’? Reporting and interpreting effect sizes in L2 research. Paper presented at the Second Language Research Forum (SLRF), Pittsburgh, PA.

Plonsky, L. (2013). Study quality in SLA: An assessment of designs, analyses, and reporting practices in quantitative L2 research. Studies in Second Language Acquisition35, 655-687.

Plonsky, L. (2014). Study quality in quantitative L2 research (1990-2010): A methodological synthesis and call for reform. Modern Language Journal98, 450-470.

Plonsky, L. (2014, August). Standards for research syntheses and meta-analyses of L2 research: A tentative proposal. In J. M. Norris, L. Ortega, & L. Plonsky (organizers), Advancing synthetic methods in applied linguistics. Symposium conducted at the Congress of the International Association for Applied Linguistics (AILA), Brisbane, Australia.

Plonsky, L. (2018, March). Measuring and researching interlocutor individual differences: A scoping review. Paper presented at the American Association for Applied Linguistics (AAAL), in the colloquium (organizer: Laura Gurzynski-Weiss), Explorations of interlocutors and their individual differences: The intersection of acquisition theory, empirical inquiry, and methodological rigor, Chicago, IL.

Plonsky, L. (2019). Recent research on language learning strategy instruction. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 3-21). Bristol, UK: Multilingual Matters.

Plonsky, L., & Brown, D. (2015). Domain definition and search techniques in meta-analyses of L2 research (Or why 18 meta-analyses of feedback have different results). Second Language Research, 31, 267-278.

Plonsky, L., & Derrick, D. J. (2016). A meta-analysis of reliability coefficients in second language research. Modern Language Journal, 100, 538-553.

Plonsky, L., & Derrick, D. J. (2016, March). Interpreting reliability estimates in applied linguistics: An empirical and synthetic approach. Paper presented at the conference of the American Association for Applied Linguistics (AAAL), Orlando, FL.

Plonsky, L., & Gass, S. (2011). Quantitative research methods, study quality, and outcomes: The case of interaction research. Language Learning, 61, 325-366.

Plonsky, L, & Ghanbar, H. (in press). Multiple regression in L2 research: A methodological synthesis and guide to interpreting R2 values. Modern Language Journal.

Plonsky, L., & Gonulal, T. (2015). Methodological synthesis in quantitative L2 research: A review of reviews and a case study of exploratory factor analysis. Language Learning, 65, Supp. 1 (edited by J. M. Norris, S. J. Ross, & R. Schoonen), 9-36.

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