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.

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 Unpublished doctoral dissertation, Colorado State University, Fort Collins, CO.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.

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. (in press). Exploring effectiveness and moderators of language learning strategy instruction on second language and self-regulated learning outcomes. Review of Educational Research.

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.

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.

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, 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.

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

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

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.

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.

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

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

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.

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.

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.

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.

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.

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

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.

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.

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.

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. (in press). 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.

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.

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.

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.

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., & 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.

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.

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. 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.

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.

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.

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.

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

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.

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.

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, 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.

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, 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. First View. 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. (in press). 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, 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.

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