Research synthesis and meta-analysis provide a pathway to bring together findings in a given domain with greater systematicity, objectivity, and transparency than traditional reviews. The same techniques and corresponding benefits can be and have been applied to examine methodological practices in second language (L2) research (e.g., Plonsky, 2013). In the first half of this paper, we integrate findings, trends, and critiques from a number of syntheses to both illustrate the potential of this approach and to promote more methodologically informed research practices. Our emphasis here is on study designs and sampling practices. In the second half, we provide an example of a methodological synthesis that reviews the use of one particular statistical technique as applied in L2 research: exploratory factor analysis (EFA). Here and throughout the chapter, we provide specific recommendations for primary research as well as for future efforts to synthesize methodological practices in the field.Keywords research synthesis; meta-analysis; research methods; factor analysis IntroductionResearch synthesis and meta-analysis comprise techniques that can improve on traditional literature reviews in many ways. Namely, these procedures provide enhanced levels of systematicity, objectivity, and transparency, thus also providing a fuller and more precise description of effects across studies in a particular domain.The same benefits resulting from the set of procedures that make up the synthetic process (e.g., locating primary studies, coding for features and effects; Plonsky and Gonulal Methodological Reviews and a Case Study of EFA see Plonsky & Oswald, in press) are by no means limited to addressing substantive questions. A synthetic approach can also be employed fruitfully to describe and evaluate methodological phenomena. A small but growing number of such reviews of second language (L2) research have appeared in recent years, both independent of and in conjunction with meta-analyses (i.e., systematic reviews involving the aggregation of effect sizes). This line of research employs synthetic methods to describe and evaluate the presence of research and reporting practices in a given domain, whether broadly or narrowly conceived. In parallel to primary research, synthetic studies of this type treat primary studies as participants that are surveyed to collect methodologically oriented data.The first half of this chapter presents findings from studies related to methodological practices in quantitative L2 research as observed in syntheses covering a variety of subdomains within the field. Our objective here and throughout is to bring together findings, trends, and critiques from methodological syntheses to both illustrate the potential of this set of techniques and to promote more methodologically informed research practices. In the second half, we provide a detailed example of such a review focusing on the use of EFA in L2 research. This study, unlike most others reviewed in this chapter, is not limited to any particular substant...

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The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL profiles in using Instagram for independent and informal language learning. In this mixed-methods study, both quantitative and qualitative data were concurrently collected through an online comprehensive survey consisting of three sections. Ninety-seven Instagram using ELLs took part in this study. Basic descriptive statistics and a cluster analysis were conducted on the quantitative data, and a thematic analysis on the qualitative data. The results showed that Instagram has the potential to help ELLs to improve overall language skills in general, and vocabulary and communication skills in particular. Further, ELLs' experiences in using Instagram as a MALL tool for informal language learning were largely positive. Additionally, two different language learner profiles (i.e., novice and experienced) emerged based on Instagram use habits and orientations. Overall, this study indicated that social networking platforms and MALL applications can be used as an effective mobile language learning tool.

Statistics play an important role in analyzing data in applied linguistics research. Given the increase over time in the field’s reliance on quantitative analysis (Brown, 2004; Gass, 2009), statistical literacy is critical for both producers and consumers of L2 research. Although there has been some investigation into statistical literacy among applied linguists, no research to date has examined how such literacy is obtained by masters and doctoral students in the field. The present study investigated the development of statistical literacy in a sample of such students taking semester-long discipline-specific quantitative research methods courses. Participants completed a pre-course and post-course survey. The results indicate that participants increased their knowledge of basic descriptive statistics and common inferential statistics to a great extent. Furthermore, participants reported that they felt more confident interpreting and using statistics. Based on these findings, recommendations for improving methodological practices and graduate training in our field are provided.

The present study investigated the potential of podcasting and vodcasting technology in promoting extensive listening and improving overall L2 listening skills. Forty-nine college-level EFL students took part in this yearlong study. Data, coming from listening log assignments, listening progress tests, proficiency tests and a listening log questionnaire, were both quantitatively and qualitatively analyzed and interpreted. Results show that students spent approximately one hour per week on extensive listening with podcasts or vodcasts outside the classroom. Vodcasts were found to be less commonly preferred than podcasts by students. Further, as measured by listening progress tests and proficiency tests, students were able to make significant progress in their overall listening skills by the end of the year. Additionally, students found extensive listening practice with podcasts and vodcasts highly effective not only in helping them improve as L2 listeners but also enhancing their pronunciation abilities and knowledge of words and phrases. Yet, students reported being occasionally frustrated with the pace of speech in podcasts and vodcasts. Overall, this study suggests that developing certain language skills can be boosted with digital technologies at our fingertips.