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Incidental acquisition of multiword expressions through audiovisual input: The role of repetition and typographic enhancement
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In: Education Publications (2021)
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| 2 |
A call for cautious interpretation of meta-analytic reviews
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In: Education Publications (2020)
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Abstract:
Meta-analytic reviews collect available empirical studies on a specified domain and calculate the average effect of a factor. Educators as well as researchers exploring a new domain of inquiry may rely on the conclusions from meta-analytic reviews rather than reading multiple primary studies. This article calls for caution in this regard, because the outcome of a meta-analysis is determined by how effect sizes are calculated, how factors are defined, and how studies are selected for inclusion. Three recently published meta-analyses are re-examined to illustrate these issues. One illustrates the risk of conflating effect sizes from studies with different design features, another illustrates problems with delineating the variable of interest, with implications for cause-effect relations, and the third illustrates the challenge of determining the eligibility of candidate studies. Replication attempts yield outcomes that differ from the three original meta-analyses, suggesting that also conclusions drawn from meta-analyses need to be interpreted cautiously.
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Keyword:
computer-mediated pragmatics instruction; corpus use for vocabulary learning; Education; Language and Literacy Education; meta-analysis; replication; task-based language teaching programs
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URL: https://ir.lib.uwo.ca/edupub/278
https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1285&context=edupub
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| 3 |
Using literal underpinnings to help learners remember figurative idioms: Does the connection need to be crystal-clear?
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In: Education Publications (2020)
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| 5 |
Applying cognitive linguistics to second language idiom learning
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| 6 |
Influential factors in lexical richness of young heritage speakers’ family language: Iranians in New Zealand
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| 7 |
Weighing up Exercises on Phrasal Verbs: Retrieval Versus Trial-And-Error Practices
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In: Education Publications (2019)
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| 8 |
Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners
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| 9 |
Gauging the Association of EFL Learners’ Writing Proficiency and their Use of Metaphorical Language
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In: Education Publications (2018)
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| 10 |
The Effect of Content Retelling on Vocabulary Uptake from a TED Talk
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In: Education Publications (2018)
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| 11 |
Examining Incidental Vocabulary Acquisition from Captioned Video: Does Test Modality Matter?
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In: Education Publications (2018)
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| 12 |
The Effect of Gloss Type on Learners’ Intake of New Words During Reading: Evidence from Eye-tracking
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In: Education Publications (2018)
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| 13 |
The Error in Trial and Error: Exercises on Phrasal Verbs
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In: Education Publications (2018)
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| 14 |
Teaching and Learning Collocation in Adult Second and Foreign Language Learning
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In: Education Publications (2018)
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| 15 |
Pedagogical approaches to the teaching and learning of formulaic language
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In: Education Publications (2018)
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| 16 |
Influential factors in incomplete acquisition and attrition of young heritage speakers’ vocabulary knowledge
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| 17 |
On the Benefits of Multimodal Annotations for Vocabulary Uptake from Reading
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In: Education Publications (2017)
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| 18 |
Does Adding Pictures to Glosses Enhance Vocabulary Uptake from Reading?
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In: Education Publications (2017)
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| 19 |
Comparing the Effectiveness of Phrase-Focused Exercises. A Partial Replication of Boers, Demecheleer, Coxhead, and Webb (2014)
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In: Education Publications (2017)
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| 20 |
Influential Factors in Lexical Richness of Young Heritage Speakers’ Family Language
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In: Education Publications (2017)
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