The use of statistics in L2 acquisition research

Loewen, Shawn; Gass, Susan M.

doi:10.1017/s0261444808005624

Cited by 32 publications

(25 citation statements)

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“…Although only a handful of examples of MR can be found prior to the mid‐1990s, more recently, yearly use of MR analyses routinely reaches the double digits. This shift, perhaps part of a more general increase in the use and variety of quantitative methods (Loewen & Gass, ; Plonsky, ), resembles the rise in use of MR observed in education and psychology during the second half of the 20th century (Skidmore & Thompson, ). We should note here that this pattern has not been uniform across the entire field.…”

Section: Discussionmentioning

confidence: 81%

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Plonsky

Ghanbar

2018

The Modern Language Journal

204

135

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Multiple regression is a family of statistics used to investigate the relationship between a set of predictors and a criterion (dependent) variable. This procedure is applicable in a variety of research contexts and data structures. Consequently, and similar to quantitative traditions in sister‐disciplines such as education and psychology (see Skidmore & Thompson, 2010), second language researchers have turned increasingly to multiple regression. The present study employs research synthetic techniques to describe and evaluate the use of this procedure in the field. Five hundred and forty‐one regression analyses (K = 171) were coded for different models, variables, procedures, reporting practices, and overall variance explained (R2). Summary results reveal a number of inconsistencies (e.g., model types) as well as a lack of transparency (e.g., missing/unreported reliability estimates; see Larson–Hall & Plonsky, 2015). The distribution of R2 values (median = .32) is described to facilitate utilization and interpretation of regressions models. We also provide specific, empirically grounded recommendations for future research.

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Section: Discussionmentioning

confidence: 81%

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Plonsky

Ghanbar

2018

The Modern Language Journal

204

135

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“…As such, researchers in this area have borrowed methodological practices from other disciplines (Selinker & Lakshmanan, ). In particular, the statistical techniques used in SLA “have not developed from within the field” (Loewen & Gass, , p. 181) but are mostly drawn from sister disciplines such as psychology and education. Over the years, SLA researchers have used not only common inferential statistics such as t tests, chi‐square, and analyses of variance but also more advanced statistical techniques, like structural equation modeling and factor analysis (Gass, ; Lazaraton, , ; Loewen et al., ).…”

Section: Use Of Exploratory Factor Analysis (Efa) In L2 Researchmentioning

confidence: 99%

“…This lack of standards is compounded by the lack of statistical literacy among L2 researchers (Loewen et al., ), both of which merit urgent attention. Although some L2 researchers have called for more rigorous L2 methods, including sound research designs and clear reporting practices (Brown, ; Loewen & Gass, ; Norris & Ortega, ; Plonsky, , ; Plonsky & Gass, ), very little research has investigated how well L2 researchers employ statistical methods to analyze their data.…”

Section: Use Of Exploratory Factor Analysis (Efa) In L2 Researchmentioning

confidence: 99%

“…Although some L2 researchers have called for more rigorous L2 methods, including sound research designs and clear reporting practices (Brown, 2004;Loewen & Gass, 2009;Norris & Ortega, 2000;Plonsky, 2011Plonsky, , 2013Plonsky & Gass, 2011), very little research has investigated how well L2 researchers employ statistical methods to analyze their data.…”

Section: Use Of Exploratory Factor Analysis (Efa) In L2 Researchmentioning

confidence: 99%

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Methodological Synthesis in Quantitative L2 Research: A Review of Reviews and a Case Study of Exploratory Factor Analysis

2015

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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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“…That is not to say, however, that the field has not been concerned with quantitative analysis. Indeed, evidence suggests that quantitative analysis is very important in applied linguistics and SLA (e.g., Lazaraton, ; Loewen & Gass, ), particularly because the quality of conducting and reporting quantitative studies affects, at the core, the epistemological claims made in both individual and synthetic studies (Ellis, ; Larson‐Hall & Herrington, ; Norris & Ortega, ; Plonsky & Gass, ; and others). Given the demonstrable importance and predominance of quantitative research in our field, the current study investigates the statistical literacy of established researchers as well as those who are being trained to enter the field in an effort to contribute to the continued development of high‐quality statistical analyses in applied linguistics and SLA.…”

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confidence: 99%

Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers

et al. 2013

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The importance of statistical knowledge in applied linguistics and second language acquisition (SLA) research has been emphasized in recent publications. However, the last investigation of the statistical literacy of applied linguists occurred more than 25 years ago (Lazaraton, Riggenbach, & Ediger, 1987). The current study undertook a partial replication of this older work by investigating (a) applied linguists' general experiences with statistics, (b) underlying factors that constitute applied linguists' knowledge about and attitudes toward statistics, and (c) variables that predict attitudes toward statistics and statistical self-efficacy. Three hundred thirty-one scholars of applied linguistics and SLA completed a questionnaire. Eighty percent had taken a statistics class; however, only 14% of doctoral students and 30% of professors felt that their statistical training was adequate. A factor analysis of participants' knowledge of statistical terms revealed three factors: common inferential statistics knowledge, advanced statistics knowledge, and basic descriptive statistics knowledge. An analysis of participants' attitudes toward statistics revealed two factors: statistics are important and lack of statistical confidence. Regression analyses found that a quantitative research orientation was the strongest predictor of positive attitudes toward statistics; nevertheless, participants also expressed support for qualitative research. Recommendations for improving quantitative methods in our field are made based on our findings.

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The use of statistics in L2 acquisition research

Cited by 32 publications

References 3 publications

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Methodological Synthesis in Quantitative L2 Research: A Review of Reviews and a Case Study of Exploratory Factor Analysis

Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers

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The use of statistics in L2 acquisition research

Cited by 32 publications

References 3 publications

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R2 Values

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R2 Values

Methodological Synthesis in Quantitative L2 Research: A Review of Reviews and a Case Study of Exploratory Factor Analysis

Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers

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Product

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Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values