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 Journal, 35,
49-76.

Al-Hoorie, A. H. (in press). The L2 motivational self System: A meta-

analysis. Studies in Second Language Learning and Teaching.

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 Unpublished doctoral dissertation,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 Unpublished doctoral dissertation,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.
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.

Avery, A., & 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.

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, 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.

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 Journal, 35, 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.

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.

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.

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.

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.

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
Journal, 35, 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.

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.

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. ReCALL, 25, 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.

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.

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., 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.

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.
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.

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 Journal, 96, 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 Quarterly, 44, 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.

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. (in press). Thirty-five years of ISLA
on form-focused instruction: A meta-analysis. Language Teaching
Research.

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.

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.

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.

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
Linguistics, 36, 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.

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, 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. (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, 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.

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.

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
Bulletin, 140, 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.

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.

Montero Perez, M., Van Den Noortgate, W., & Desmet, P. (2013).
Captioned video for L2 listening and vocabulary learning: A meta-
analysis. System, 41, 720-739.

Moon, C. E. (1986). Meta-analysis of suggestopedia, suggestology,

suggestive-accelerative learning and teaching (SALT), and super-
learning. Unpublished research report. (ERIC Document Reproduction
Service No. ED 271503)

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 Quarterly, 49, 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.

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 Teaching, 43, 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.

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.

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.

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 Acquisition, 35, 655-687.

Plonsky, L. (2014). Study quality in quantitative L2 research (1990-

2010): A methodological synthesis and call for reform. Modern
Language Journal, 98, 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. (in press). Recent research on language learning strategy

instruction. In A. U. Chamot & V. Harris (Eds.), Learning strategy
instruction in the language classroom: Issues and implementation.
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.

Plonsky, L., & Kim, Y. (2016). Task-based learner production: A

substantive and methodological review. Annual Review of Applied
Linguistics, 36, 73-97.

Plonsky, L., Marsden, E., Crowther, D., Gass, S., & Spinner, P. (in
press). A methodological synthesis of judgment tasks in second
language research. Second Language Research.

Plonsky, L., & Oswald, F. L. (2010, March). Interpreting mean

differences in L2 research: Cohen’s benchmarks for d values,
revisited. Paper presented at the conference of the American
Association for Applied Linguistics (AAAL), Atlanta, GA.

Plonsky, L., & Oswald, F. L. (2012). How to do a meta-analysis. In A.

Mackey & S. M. Gass (Eds.), Research methods in second language
acquisition: A practical guide (pp. 275-295). London: Basil
Blackwell.

Plonsky, L., & Oswald, F. L. (2012). Meta-analysis. In P. Robinson

(Ed.), The Routledge encyclopedia of second language acquisition (pp.
420-423). New York: Routledge.

Plonsky, L., & Oswald, F. L. (2013, March). An overview and review of

meta-analytic methods in SLA: Towards more critical and informed
consumption. Paper presented at the conference of the American
Association for Applied Linguistics (AAAL), Dallas, TX.

Plonsky, L., & Oswald, F. L. (2014). How big is ‘big’? Interpreting

effect sizes in L2 research. Language Learning, 64, 878-912.
Plonsky, L., & Oswald, F. L. (2015). Meta-analyzing second language
research. In L. Plonsky (Ed.), Advancing quantitative methods in
second language research (pp. 106-128). New York: Routledge. [Adapted
from Plonsky, L., & Oswald, F. L. (2012). How to do a meta-analysis.
In A. Mackey & S. M. Gass (Eds.), Research methods in second language
acquisition: A practical guide (pp. 275-295). London: Wiley
Blackwell.]

Plonsky, L., & Saito, K. (2016, September). A proposed framework and

systematic review of pronunciation assessment. Paper presented at the
Second Language Research Forum (SLRF), Teachers College, Columbia
University, New York.

Plonsky, L., & Ziegler, N. (2016). The CALL-SLA interface: Insights

from a second-order synthesis. Language Learning & Technology, 20,
17-37. (download here)

Poltavtchenko, E., & Johnson, M. D. (2009, March). Feedback and

second language writing: A meta-analysis. Poster session presented at
the annual meeting of TESOL, Denver, CO.

Pyle, D., Pyle, N., Lignugaris/Kraft, B., Duran, L., Akers, J.

(2017). Academic effects of peer-mediated interventions with English
language learners: A research synthesis. Review of Educational
Research, 87, 103-133.

Qi, D. (2018, June). Examining the L2 motivational self system theory

through meta-analysis. Poster presented at the Psychology of Language
Learning Conference, Waseda University, Japan.

Qin, T. (2016, March). Conceptualizations of dynamic assessment in

second language acquisition: A synthesis study. Paper presented at
the conference of the American Association for Applied Linguistics
(AAAL), Orlando, FL.

Qureshi, M. A. (2013, October). Age and ultimate attainment in a

second language: A meta-analysis. Paper presented at the Second
Language Research Forum, Provo, UT.

Qureshi, M. A. (2016). A meta-analysis: Age and second language

grammar acquisition. System, 60, 147-160.
Qureshi, M. A. (2018, March). A meta-analysis: The shape of age
effects. Paper presented at the American Association for Applied
Linguistics (AAAL), Chicago, IL.

Reljić, G. (2011). Does native language matter? Language achievement

of preschoolers in Luxembourg and Serbia & Meta-analysis on the
effectiveness of bilingual programs in Europe. Unpublished doctoral
thesis, University of Luxembourg, Luxembourg.

Reljić, G., Ferring, D., Martin, R. (2015). A meta-analysis on the

effectiveness of bilingual programs in Europe. Review of Educational
Research, 85, 92-128.

Ren, W., & Li, S. (2018, March). The effects of cognitive aptitudes
on the process and product of L2 interaction: A meta-analysis and
narrative review. Paper presented at the American Association for
Applied Linguistics (AAAL), Chicago, IL.

Riazi, M., Shi, L., & Haggerty, J. (2018). Analysis of the empirical
research in the Journal of Second Language Writing at its 25th year
(1992–2016). Journal of Second Language Writing, 41, 41-54.

Ripoll, J. C., & Aguado, G. (2014). La mejora de la comprensión

lectora en español: un meta-análisis. Revista de Psicodidáctica, 19,
27-44.

Roessingh, H. (2004). Effective high school ESL programs: A synthesis

and meta-analysis. Canadian Modern Language Review, 60, 611-636.

Rolstad, K., Mahoney, K., & Glass, G. V. (2005). The Big picture: A
meta-analysis of program effectiveness research on English language
learners. Educational Policy, 19, 572-594.

Rolstad, K., Mahoney, K., & Glass, G. V. (2005). Weighing the

Evidence: A meta-analysis of bilingual education in
Arizona. Bilingual Research Journal, 29, 43-67.

Rose, H., Briggs, J. G., Boggs, J. A., Sergio, L., Ivanova-

Slavianskaia, N. (2018). A systematic review of language learner
strategy research in the face of self-regulation. System, 72, 151-
163.

Ross, S. (1998). Self-assessment in second language testing: A meta-

analysis and analysis of experiential factors. Language Testing, 15,
1-20.
Ross, S. J. (2013, October). Aptitude for language learning: A
validity generalization and Bayesian exploration. Paper presented at
Improving Quantitative Reasoning in Second Language Research,
Georgetown University.

Ross, S. J., & Mackey, B. (2015). Bayesian approaches to imputation,

hypothesis testing, and parameter estimation. Language Learning, 65,
Supp. 1 (edited by J. M. Norris, S. J. Ross, & R. Schoonen), 208-227.

Rossell, C., & Baker, K. (1996). The educational effectiveness of

bilingual education. Research in the Teaching of English, 30, 7-74.

Rossell, C., & Kuder, J. (2005). Meta-murky: A rebuttal to recent

meta-analyses of bilingual education. In J. Söhn (Ed.), The
effectiveness of bilingual school programs for immigrant
children (pp. 43-76). Berlin: Wissenschaftszentrum Berlin für
Sozialforschung.

Russell, J., & Spada, N. (2006). The effectiveness of corrective

feedback for the acquisition of L2 grammar: A meta-analysis of the
research. In J. M. Norris & L. Ortega (Eds.), Synthesizing research
on language learning and teaching (pp. 133-164). Philadelphia: John
Benjamins.

Sagdic, A. (2018, October). A research synthesis of the effects of

study abroad on L2 pragmatic development. Paper presented at the
Second Language Research Forum (SLRF), Montreal, Canada.

Saito, H. (2008). EFL classroom peer assessment: Training effects on

rating and commenting. Language Testing, 25, 553-581.

Saito, K. (2012). Effects of instruction on L2 pronunciation

development: A synthesis of 15 quasi-experimental intervention
studies. TESOL Quarterly, 46, 842-854.

Saito, K., & Plonsky, L. (in press). Measuring the effects of second
language pronunciation teaching: A proposed framework and meta-
analysis. Language Learning.

Sakai, M., & Moorman, C. (2017). Can perception training improve the
production of second language phonemes? A meta-analytic review of 25
years of perception training research. Applied Psycholinguistics,
39, 187-224.
Sasayama, S., Malicka, A., & Norris, J. M. (2014, August). Task
complexity in TBLT research and beyond: A research synthesis. 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.

Sasayama, S., Malicka, A., & Norris, J. M. (under

contract). Cognitive task complexity: A research synthesis and meta-
analysis. Amsterdan: John Benjamins.

Sauro, S. (2011). SCMC for SLA: A research synthesis. CALICO Journal,

28, 369-391.

Schenck, A. (2017). Learning to improve grammar instruction through

comprehensive analysis of past research. International Review of
Applied Linguistics in Language Teaching, 55, 165-195.

Schultz, K., & Andringa, S. (2018, March). Exposure confounds in

form-focused instruction research: A meta-reanalysis and extension of
Spada and Tomita 2010. Paper presented at the American Association
for Applied Linguistics (AAAL), Chicago, IL.

Sebastian, R., Laird, A. R., & Kiran, S. (2011). Meta-analysis of the

neural representation of first language and second language. Applied
Psycholinguistics, 32, 799 – 819.

Sheppard, C. (2013, December). Vocabulary knowledge and reading

comprehension: A meta-analysis. Paper presented at Vocab@Vic
Conference, Victoria University of Wellington, New Zealand.

Shin, H. W. (2010). Another look at Norris and Ortega (2000). Working

Papers in TESOL and Applied Linguistics, 10, 15-38.

Shintani, N. (2013, March). A meta-analysis of comparative studies

investigating the effects of reception-based and production-based
instruction on L2 vocabulary learning. Paper presented at the
conference of the American Association for Applied Linguistics
(AAAL), Dallas, TX.

Shintani, N. (2015). The effectiveness of processing instruction and

production-based instruction on L2 grammar acquisition: A meta-
analysis. Applied Linguistics, 36, 306-325.
Shintani, N., Li, S., & Ellis, R. (2013). Comprehension-based versus
production-dased grammar instruction: A meta-analysis of comparative
studies. Language Learning, 63, 296-329.

Shintani, N., Wallace, M. P. (2014). The effectiveness of listening

support on L2 learners’ listening comprehension ability: A meta-
analysis.English Language Teaching & Learning, 38, 71-101.

Slavin, R. E., & Cheung, A. (2003). Effective reading programs for

English language learnings: A best evidence synthesis. Center for
Research on the Education of Students Placed At Risk (CRESPAR),
Report #66.

Slavin, R. E., & Cheung, A. (2005). A synthesis of research on

language of reading instruction for English language learners. Review
of Educational Research, 75, 247-284.

Sok, S., Kang, E. Y., & Han, Z. (in press). Thirty-five years of ISLA
on form-focused instruction: A methodological synthesis. Language
Teaching Research.

Spencer, M., Wagner, R. K. (2017). The comprehension problems for

second-language learners with poor reading comprehension despite
adequate decoding: A meta-analysis. Journal of Research in Reading,
40, 199-217.

Spada, N., & Tomita, Y. (2008). The complexities of selecting complex

(and simple) forms in instructed SLA research. In A. Housen & F.
Kuiken (Eds.), Proceedings of the complexity, accuracy and fluency
(CAF) conference. Belgium: University of Brussels.

Spada, N., & Tomita, Y. (2010). Interactions between type of

instruction and type of language feature: A meta-analysis. Language
Learning, 60, 263-308.

Stapleton, P., & Shao, Q. (2018). Research in language teaching over

two decades: A retrospective of the first 20 volumes of Language
Teaching Research. Language Teaching Research, 22, 350-369.

Suh, B.-R. (2015). CALL versus non-CALL in L2 form learning: A

research synthesis and meta-analysis of comparative studies. In R.
Leow, L. Cerezo, & M. Baralt (Eds.), A psycholinguistic approach to
technology and language learning (pp. 87-107). Berlin: De Gruyter.
Surface, E. A., DuVernet, A. M., & Nelson, K. J. (2010, April). Where
are the correlations? A meta-analytic struggle for language criteria
assessment. Work-in-progress presented at the 32nd Language Testing
Research Colloquium, Cambridge, UK.

Surface, E., DuVernet, A., Nelson, K., McDaniel, M., & Thornhill, D.
(2011, March). Perceived versus actual proficiency measures: A meta-
analytic investigation of listening and reading assessments. Paper
presented at the American Association for Applied Linguistics (AAAL)
Annual Conference, Chicago, IL.

Surface, E., Nelson, K., 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 American
Association for Applied Linguistics (AAAL) Annual Conference, Boston,
MA.

Stevens, J. R., & Taylor, A. M. (2009). Hierarchical dependence in

meta-analysis. Journal of Educational and Behavioral Statistics,
34, 46-73.

Suzuki, M. (2017). Complexity, accuracy, and fluency measures in oral

pre-test planning: A synthesis. Second Language Studies, 36, 1-52.

SWA Consulting Inc. (2009, July). Language acquisition criteria and

individual differences meta-analysis: In process review. (Technical
Report #2009010609). Raleigh, NC: Author.

Tang, X. (2017, March). Use of technology for learning second

language pragmatics: A synthesis study. Poster presented at Annual
Conference of the American Association for Applied Linguistics
(AAAL), Portland, OR.

Taylor, A. M. (2002). A meta-analysis on the effects of L1 glosses on

L2 reading comprehension. Unpublished doctoral dissertation, Purdue
University, Indiana.

Taylor, A. M. (2006). The effects of CALL versus traditional L1

glosses on L2 reading comprehension. CALICO Journal, 23, 309-318.

Taylor, A. M. (2009). CALL-based versus paper-absed glosses: Is there

a difference in reading comprehension?. CALICO Journal, 23, 147-160.
Taylor, A. M. (2013). CALL versus paper: In which context are L1
glosses more effective? CALICO Journal, 30, 63-81.

Taylor, A. M. (2014). The value of SCMC in SLA: Comments on Lin,

Huang, and Liou (2013). Language Learning & Technology, 18, 1-4.

Taylor, A. M. (2016). Meta-analysis and computer-mediated

communication. Psychological Reports, 188, 466-470.

Taylor, A. M., Stevens, J. R., & Asher, J. W. (2006). The effects of

explicit reading strategy training on L2 reading comprehension: A
meta-analysis. In J. M. Norris & L. Ortega (Eds.), Synthesizing
research on language learning and teaching (pp. 213-244).
Philadelphia: John Benjamins.

Teimouri, Y., Goetze, J., & Plonsky, L. (in press). Second language
anxiety and achievement: A meta-analysis. Studies in Second Language
Acquisition.

Teimouri, Y., Goetze, J., & Plonsky, L. (2018, October). Second

language anxiety and achievement: A meta-analysis. Paper presented at
the Second Language Research Forum (SLRF), Montreal, Canada.

Terrier, L. (2018, May). A meta-analysis of listening comprehension

research designs and measuring tools in SLA research: towards a
common measuring tool and methodology? Paper presented at Research
Methodology in the Field of Second Language Acquisition and Learning.
Montpellier, France.

Thirakunkovit, S, & Chamcharatsri, P. B. (2016, March). An

investigation of the effectiveness of teacher and peer feedback: A
meta-analysis. Paper presented at the conference of the American
Association for Applied Linguistics (AAAL), Orlando, FL.

Thomas, M. (2006). Research synthesis and historiography: The case of

assessment of second language proficiency. In L. Ortega & J. M.
Norris (Eds.), Synthesizing research on language learning and
teaching (pp. 279–298). Philadelphia, PA: John Benjamins.

Thompson, S., Marsden, E., Avery, N., & Plonsky, L. (2017,

October). SPR in L2 research: A methodological synthesis and meta-
analysis of L2 influence in sentence processing. Paper presented at
the Second Language Research Forum (SLRF), Columbus, OH.
Tomita, Y., Spada, N., Housen, A., De Ciercq, B., Kock, E., &
Lochtman, K. (2018, March). Developmental complexity and the
effectiveness of explicit and implicit instruction: A meta-analysis.
Paper presented at the American Association for Applied Linguistics
(AAAL), Chicago, IL.

Toni, A., Hassaskhah, J., & Birjandi, P. (2017). The impressibility

of speaking accuracy/fluency among EFL undergraduates: A meta-
analysis. The Journal of English Language Pedagogy and Practice, 21,
184-225.

Tullock, B. D. (2016, March). Oral fluency development in study

abroad: A meta-analysis. Paper presented at the conference of the
American Association for Applied Linguistics (AAAL), Orlando, FL.

Tullock, B., & Ortega, L. (2017). Fluency and multilingualism in

study abroad: Lessons from a scoping review. System, 71, 7-21.

Truscott, J. (2007). The effect of error correction on learners’

ability to write accurately. Journal of Second Language Writing, 16,
255–272.

Uchihara, T., Webb, S., Yanagisawa, A. (2018). The effects of

incidental vocabulary learning: A meta-analysis. Paper presented at
the conference of the European Second Language Association (EuroSLA),
Münster, Germany.

Urada, K. (2018, October). The effects of task-based interaction on

second language acquisition: A replication meta-analysis. Paper
presented at the Second Language Research Forum (SLRF), Montreal,
Canada.

van den Berghe, R., Verhagen, J., Oudgenoeg-Paz, O., van der Ven, S.,
& Leseman, P. (in press). Social robots for language learning: A
review. Review of Educational Research.

Vogel, Z. (1989). A meta-analysis of studies on the academic success

of foreign students. Unpublished doctoral dissertation, University of
Wisconsin at Madison.

Wa-Mbaleka, S. (2006). A meta-analysis investigating the effects of

reading on second language vocabulary learning. Unpublished doctoral
dissertation, Northern Arizona University, Flagstaff, AZ.
Wa-Mbaleka, S. (2008). A meta-analysis investigating the effects of
reading on second language learning. Saarbrücken, Germany: VDM
Verlag.

Wang, L. (2014) A meta-analysis of peer-peer interaction in L2

English speaking assessment. English Language Teaching & Learning,
38, 103-137.

Wang, L.-J. (2010). A meta-analysis of empirical studies on the

effects of extensive reading. Unpublished master’s thesis, National
Tsing Hua University, Taiwan.

Watanabe, Y., & Bergsleithner, J. (2006). A systematic research

synthesis of L2 WM measurements. In Z. Madden-Wood & K. Ueki
(Eds.)Selected papers from the Tenth College-Wide Conference for
Students in Languages, Linguistics, and Literature (pp. 47-59).
Manoa, Hawaii: College of Languages, Linguistics, and Literature,
University of Hawai’i at Manoa.

Watanabe, Y., & Koyama, D. (2008). A meta-analysis of second language

cloze testing research. Second Language Studies, 26, 103-133.

Watari, Y. (2014, August). What does “explicit” mean? A

methodological consideration in explicit grammar teaching research.
Poster presented at the International Association for Applied
Linguistics (AILA), Brisbane, Australia.

Watari, Y., & Mizushima, L. (2016, September). A reexamination of

meta-analyses of explicit grammar teaching research from pedagogical
perspectives. Paper presented at the Second Language Research Forum
(SLRF), Teachers College, Columbia University, New York.

Wei, J., & Zumbo, B. (2017, May). A meta-analysis of the effects of

working memory in L1 and L2 reading comprehension. Paper presented at
the Symposium of the Canadian Association of Language Assessment
(CALA), University of York, Toronto, CA.

Willig, A. C. (1985). A meta-analysis of selected studies on the

effectiveness of bilingual education. Review of Educational
Research, 55, 269-317.

Wind, S. A., & Peterson, M. A. (2018). A systematic review of methods

for evaluating rating quality in language assessment. Language
Testing, 35, 161-192.
Won, M. (2008). The effects of vocabulary instruction on English
language learners: A meta-analysis. Unpublished doctoral
dissertation, Texas Tech University, Lubbock, TX.

Wongtrirat, R. (2010). English language proficiency and academic

achievement of international students: A meta-analysis. Unpublished
doctoral dissertation, Old Dominion University.

Wu, C. (1991). A meta-analysis of intensive audio-lingual language

programs: A meta-analysis of intensive audio-lingual language
programs: Implications for English as a foreign language instruction
in China. Unpublished doctoral dissertation, University of San
Francisco.

Xiao, F. (2015). Adult second language learners’ pragmatic

development in the study-abroad context: a Review. Frontiers: the
Interdisciplinary Journal of Study Abroad, 25, 132-149

Xu. Y. (2017, October). The development of target language complexity

during study abroad: A meta-analysis. Paper presented at the Second
Language Research Forum (SLRF), Columbus, OH.

Yan, X., Maeda, Y., Lv, J., & Ginther, A. (2016). Elicited imitation
as a measure of second language proficiency: A narrative review and
meta-analysis. Language Testing, 33, 497-528.

Yang, J.-S. (2014, March). The effectiveness of study-abroad in

second language learning: A meta-analysis approach. Paper presented
at the annual convention of the American Association for Applied
Linguistics, Portland, OR.

Yang, J.-S. (2016). The effectiveness of study-abroad on second

language learning: A meta-analysis. Canadian Modern Language
Review /La Revue Canadienne des Langues Vivantes, 72, 66-
94. doi:10.3138/cmlr.2344

Yang, X., Eslami, Z., Son, D., & Willson, V. (2016, March). The
effects of instruction on L2 pragmatic development: A meta-analysis.
Poster presented at the conference of the American Association for
Applied Linguistics (AAAL), Orlando, FL.

Yun, J. (2011). The effects of hypertext glosses on L2 vocabulary

acquisition: A meta-analysis. Computer Assisted Language Learning,
24, 39–58.
Yun, J. H. (2011). The effects of hypertext glosses on L2 vocabulary
acquisition: A meta-analysis. Unpublished doctoral dissertation,
University of Kansas.

Zhao, Y. (2003). Recent developments in technology and language

learning: A literature review and meta-analysis. CALICO Journal, 21,
7-27.

Ziegler, N. (2013). Synchronous computer-mediated communication and

interaction: A research synthesis and meta-analysis. Unpublished
doctoral dissertation, Georgetown University.

Ziegler, N. (2014, March). Synchronous computer-mediated

communication and interaction: Insights from a research synthesis.
Paper presented at the annual convention of the American Association
for Applied Linguistics, Portland, OR.

Ziegler, N. (2016). Synchronous computer-mediated communication and

interaction: A meta-analysis. Studies in Second Language Acquisition,
38, 553-586.

Ziegler, N., & Plonsky, L. (2016, March). Two decades of CALL

research in SLA: Insights on theory, research, and practice from a
second-order synthesis. Paper presented at the conference of the
American Association for Applied Linguistics (AAAL), Orlando, FL.