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META-ANALYSIS IN LANGUAGE RESEARCH: SELECTED REFERENCES

(Last updated 24 October 2020)

Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3), 199-226.

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(2), 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(4), 629-653.

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Becker, B. J. (2009). Model-based meta-analysis. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (2nd ed., pp. 377-395). New York, NY: Sage.

Berlin, J. A., & Ghersi, D. G. (2005). Preventing publication bias: Registries and prospective meta-analysis. In H. R. Rothstein, A. J. Sutton, & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and adjustments (pp. 35-48). Hoboken, NJ: Wiley.

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Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2005). Comprehensive meta-analysis (version 2). Englewood, NJ: Biostat.

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Hoboken, NJ: Wiley.

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, Ireland: research-

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, NY: 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(4), 932-944.

Brown, D. (2014). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research. doi: 10.1177/1362168814563200

Burston, J. (2014). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. doi:10.1017/S0958344014000159

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: John Benjamins.

Cheung, S. F., & Chan, D. K.-S. (2004). Dependent effect sizes in meta-analysis: Incorporating the degree of interdependence. Journal of Applied Psychology, 89(5), 780-791.

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(4), 351-395.

Chiu, Y.-H. (2013). Computer-assisted second language vocabulary instruction: A meta-analysis. British Journal of Educational Technology, 44(2), 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(4), E104-E107.

Cobb, T., Boulton, A. (in preparation). Data driven learning: Definition, rationale, and outcomes. Manuscript in preparation.

Cole, M. (2014). Speaking to read: Meta-analysis of peer-mediated learning for English language learners. Journal of Literacy Research, 46(3), 358-382. DOI: 10.1177/1086296X14552179

de Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias? Psychological Science, 26(1), 99–107.

Derrick, D. J. (2015). Instrument reporting practices in second language research. TESOL Quarterly, 50(1), 132-153.

Dollaghan, C. A., & Horner, E. A. (2011). Bilingual language assessment: A meta-analysis of diagnostic accuracy. Journal of Speech, Language, and Hearing Research, 54(4), 1077-1088.

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, PA: John Benjamins.

Durrant, P. (2014). Corpus frequency and second language learners’ knowledge of collocations: A meta-analysis. International Journal of Corpus Linguistics, 19(4), 443–477.

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, PA: 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(4), 589-624.

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Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.

Feliz, U. (2005). What do meta-analyses tell us about CALL effectiveness? ReCALL, 17(2), 269-288.

Feliz, U. (2008). The unreasonable effectiveness of CALL: What have we learned in two decades of research? ReCALL, 20(2), 141-161.

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 files/ELL3-assessments.pdf

Glass, G. V. (1976). Primary, secondary, and meta-analysis or research. Educational Researcher, 5(10), 3-8.

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), 1-50.

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(4), 710-744.

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476.

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

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, Netherlands: 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(2), 183-208.

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476.

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

Grgurović, M., Chapelle, C. A., & Shelley, M. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25(2), 165-198.

Han, Z. (2015). Striving for complementarity between narrative and meta-analytic reviews. Applied Linguistics, 36(3), 409-415.

Hall, J. A., & Rosenthal, R. (1995). Interpreting and evaluating meta-analysis. Evaluation & The Health Professions, 18(4), 393-407.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

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Hedges, L. V., & Pigott, T. D. (2001). The power of statistical tests in meta-analysis. Psychological Methods, 6(3), 203-217.

Henson, R. K. (2006). Effect-size measures and meta-analytic thinking in counseling psychology research. The Counseling Psychologist, 34(5), 601-629.

Higgins, J. P. T., White, I. R., & Wood, A. M. (2008). Imputation methods for missing outcome data in meta-analysis of clinical trials. Clinical Trials, 5(3), 225-239.

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

Huang, C. (2009). Magnitude of task-sampling variability in performance assessment: A meta-analysis. Educational and Psychological Measurement, 69, 887-912.

Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings. Thousand Oaks, CA: Sage.

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, Japan: 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(2), 219-244.

In’nami, Y., & Koizumi, R. (2010). Database selection guidelines for meta-analysis in applied linguistics. TESOL Quarterly, 44(1), 169-184.

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(3), 213–264.

In’nami, Y., Koizumi, R. (2014). Research synthesis and meta-analysis in second language learning and testing. English Language Teaching & Learning, 38(3), 1-27.

In’nami, Y., & Koizumi, R. (Eds.) (2014). Research synthesis and meta-analysis in second language learning and testing. Special issue of English Teaching and Learning, 38(3), 1-27.

Jackson, D., & Suethanapornkul, S. (2013). The Cognition Hypothesis: A synthesis and meta-analysis of research on second language task complexity. Language Learning, 63(2), 330-367.

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, PA: John Benjamins.

Jeon, E. H., & Yamashita, J. (2014). L2 reading Comprehension and its correlates: A meta-analysis. Language Learning, 64(1), 160-212.

Jeon, E.-Y., & Day. R. R. (2015). The effectiveness of core ER principles. Reading in a Foreign Language, 27(2), 302-307

Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80-92.

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(2), 219-238.

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

Kao, C.-W., & Wible, D. (2014). A meta-analysis on the effectiveness of grammar correction in second language writing. English Language Teaching & Learning, 38(3), 29-69.

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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, PA: 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(3), 1168-1201.

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Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345-366.

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Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309-365.

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