Improving Second Language Quantitative Research

Norris, John M.; Ross, Steven J.; Schoonen, Rob

doi:10.1111/lang.12110

Cited by 19 publications

(10 citation statements)

References 14 publications

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“…Several recommendations for improved research practices have been proposed in the L2 field (e.g., Norris, Ross, & Schoonen, ), including the repeated call for increased replication research (e.g., Marsden, Morgan‐Short, Thompson, & Abugaber, ; Polio & Gass, ; Porte, ) as in other fields (for a systematic review of replication issues in L2 research and more generally, see Marsden, Morgan‐Short, Thompson, & Abugaber, ). However, the rate of replication is extremely low in L2 research, with fewer than 1 article in 400 being a replication study (Marsden, Morgan‐Short, Thompson, & Abugaber ), which again is at least partially due to the fact that replication is not incentivized (Nosek et al., ).…”

Section: Introductionmentioning

confidence: 99%

Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

et al. 2018

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We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in that no effects on comprehension were detected in analyses conducted over all sites. However, further investigation is warranted due to site‐specific effects and methodological limitations. We found all aspects of the multisite registered replication approach to be useful although the registration component itself appeared to be an especially feasible and valuable first step toward increasing the robustness and generalizability of findings in our field. Open Practices This article has been awarded Open Data, Open Materials, and Preregistered Research Design badges. The following information is publicly accessible via the Open Science Framework: registered materials and protocol (https://osf.io/tvuer), registered data entry template (https://osf.io/d5s2t), open data (https://osf.io/vwytd), and open analysis (https://osf.io/nz3su). Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Introductionmentioning

confidence: 99%

Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

et al. 2018

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“…Such research is important and necessary, especially in light of the "methodological and statistical reform movement" taking place in the field of SLA (Plonsky, 2015, p. 4). Much scholarly attention (e.g., Gonulal, 2016, 2018, Gonulal et al, 2017Loewen et al, 2014, forthcoming;Norris, Ross & Schoonen, 2015;Plonsky, 2013Plonsky, , 2014Plonsky, , 2015Plonsky & Gonulal, 2015) has recently been placed on methodological quality in L2 research accentuating the need for increased rigor in statistical analysis and transparent reporting practices. Proper and transparent missing data management practice appears to be the gateway to the current quantitative reform movement.…”

Section: Research On Missing Datamentioning

confidence: 99%

Missing Data Management Practices in L2 Research: The Good, The Bad and The Ugly

Gönülal

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Missing data are one of the frequently encountered problems in quantitative research. When neglected or handled improperly, this problem can have adverse impact on research results. However, the issue of missing data in quantitative second language (L2) research has largely been ignored when compared to the other sister disciplines such as education and psychology. The purpose of this methodological synthesis was, therefore, to investigate the issue of missing data in L2 research, with a particular focus on L2 researchers' current missing data management practices. A total of 143 studies published in six leading L2 journals were reviewed in this synthesis. The results indicated that missing data were indeed quite common in L2 research in that 41% of the studies indicated evidence of missing data, but L2 researchers' management and reporting of missing data was often less than optimal. In light of the results, several directed suggestions were made to improve the rigor and quality of L2 research.

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“…As second language (L2) research has become more sophisticated, methodological improvements have been called for. For example, Norris, Ross, and Schoonen (), in a special methodologically oriented issue of Language Learning , recently called for improvement in the way “quantitative research is conceived, the ways in which data are collected, the analyses that are employed in making sense of patterns observed, and the typical approaches taken to reporting findings” (p. 5). In a similar vein, editors of major L2 publications (e.g., Byrnes, ; Ellis, ) have noted that a methodological revolution currently seems to be taking place.…”

Section: Why Graphics Are Desirablementioning

confidence: 99%

Moving Beyond the Bar Plot and the Line Graph to Create Informative and Attractive Graphics1

Larson‐Hall

2017

The Modern Language Journal

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Graphics are often mistaken for a mere frill in the methodological arsenal of data analysis when in fact they can be one of the simplest and at the same time most powerful methods of communicating statistical information (Tufte, ). The first section of the article argues for the statistical necessity of graphs, echoing and amplifying similar calls from Hudson () and Larson–Hall & Plonsky (2015). The second section presents a historical survey of graphical use over the entire history of language acquisition journals, representing 192 years of journal publishing. This shows that a consensus for using certain types of graphics, which lack data credibility, has developed in the applied linguistics field, namely the bar plot and the line graph. The final section of the article is devoted to presenting various types of graphic alternatives to these two consensus graphics. Suggested graphics are data accountable and present all of the data, as well as a summary structure; such graphics include the scatterplot, beeswarm, or pirate plot. Such graphics attract readers, help researchers improve the way they understand and analyze their data, and build credibility in numerical statistical analyses and the conclusions that are drawn.

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Improving Second Language Quantitative Research

Cited by 19 publications

References 14 publications

Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

Missing Data Management Practices in L2 Research: The Good, The Bad and The Ugly

Moving Beyond the Bar Plot and the Line Graph to Create Informative and Attractive Graphics1

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