others. The Interaction Hypothesis suggests that negotiated interaction can facilitate SLA and that one reason for this could be that, during interaction, learners may receive feedback on their utterances. An interesting issue, which has challenged interactional research, concerns how learners perceive feedback and whether their perceptions affect their subsequent L2 development. The present research addresses the first of these issues-learners' perceptions about interactional feedback. The study, involving 10 learners of English as a second language and 7 learners of Italian as a foreign language, explores learners' perceptions about feedback provided to them through task-based dyadic interaction. Learners received feedback focused on a range of morphosyntactic, lexical, and phonological forms. After completing the tasks, learners watched videotapes of their previous interactions and were asked to introspect about their thoughts at the time the original interactions were in progress. The results showed that learners were relatively accurate in Funding for part of this project was provided by a Federal Grant to establish a National Foreign Language Resource Center at Michigan State University, grant #P229A60012. We are grateful to Sarah Lemelin for her assistance with the collection and transcription of the Italian data. We are also grateful for the extremely helpful and thought-provoking comments of the anonymous SSLA reviewers, Patsy Lightbown, and Jennifer Leeman. All errors remain our own.

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This article constitutes the first empirical assessment of methodological quality in second language acquisition (SLA). We surveyed a corpus of 174 studies (N = 7,951) within the tradition of research on second-language interaction, one of the longest and most influential traditions of inquiry in SLA. Each report was coded for methodological features, statistical analyses, and reporting practices associated with research quality, and the resulting data were examined both cumulatively and over time. The findings indicate not only strengths and weaknesses but a possible relationship between study quality and outcomes; improvements over time and methodological trends are also noted. In addition to providing direction for future research and research practices, the study's findings are discussed and contextualized within the research culture of SLA.Keywords effect size; interaction hypothesis; quantitative research methods; reporting practices; study quality; systematic review Progress in any of the social sciences depends on sound research methods, principled data analysis, and transparent reporting practices; the field of second Editor's Note. This systematic review article is a contribution by invitation of the new journal editor, Lourdes Ortega, and was peer reviewed by three experts.This article is based on a plenary delivered at Second Language Research Forum, 2009 (Gass) with the title Oh what a tangled web we weave and on a qualifying research paper by Plonsky (2010). We are grateful to Shawn Loewen for helpful and significant feedback on the qualifying research paper by Plonsky. Our thanks also go to Allison Dovi and Cassandra Shanbaum for their assistance with coding. All errors that remain are our own.