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| 101 |
Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction
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| 104 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition ...
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| 106 |
Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction ...
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| 107 |
Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility
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In: Graduate Theses and Dissertations (2015)
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| 109 |
From motivation to emotion: a new chapter in applied linguistics research
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In: Centre for Teaching and Learning (2015)
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| 110 |
Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies
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In: International Journal of Qualitative Methods; Vol 14, No 2 (2015): Special Issue - Mixed Methods; 104-121 ; 1609-4069 (2015)
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| 111 |
O ensino de língua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar
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| 112 |
THE EFFECTS OF A NEW METHOD OF INSTRUCTION ON THE PERCEPTIONS OF APPALACHIAN ENGLISH
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In: Theses and Dissertations--Linguistics (2015)
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| 113 |
The nature of language learners' beliefs: A half-told story
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| 114 |
Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books
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| 115 |
The multicultural, multilingual, and transnational Non- Native English Speaking Teacher
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In: Ana Solano-Campos (2015)
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| 116 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
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| 117 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
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| 118 |
Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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| 119 |
Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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Abstract:
Since Norris and Ortega’s (2000) seminal work on the effectiveness of second language instruction, there has been a proliferation of meta-analyses in the field of applied linguistics. Subsequent meta-analysts, however, have uncritically followed the methodological choices made by Norris and Ortega. This paper suggests a critical reevaluation of the methodological procedures underlying the Norris and Ortega (2000) meta-analysis. I reexamined their procedures, and reassessed the 49 unique samples they used in their meta-analysis. In doing so, I identified three key methodological limitations with the study, pertaining, respectively, to (a) the data collection procedure, (b) the coding system, and (c) the statistical analysis. I argue that the lack of data quality inherent in the primary studies, the oversimplified coding scheme, and the inappropriate use of effect size statistics combine to compromise the validity of the conclusions Norris and Ortega have drawn from their meta-analysis. I subsequently provide alternative procedures which may yield a more empirically sound research synthesis, recommending, for future meta-analysts, the “best evidence synthesis‟ approach where conclusions are drawn from combining quantitative and qualitative analyses.
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Keyword:
Applied linguistics; Education; English language; Foreign speakers; Language acquisition; Linguistics; Meta-analysis; Methodilogy; P118-118.7; PE1-3729; Research; Second language acquisition; SLA
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URL: https://doi.org/10.7916/D84M9H5B
https://doaj.org/article/b5d37580dff442b387b27c5e97394aaf
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| 120 |
Communication Disorders in Spanish Speakers: Theoretical, Research, and Clinical Aspects
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
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