Thirty-five years of ISLA on form-focused instruction: A methodological synthesis

Sok, Sarah; Kang, Eun Young; Han, ZhaoHong

doi:10.1177/1362168818776673

Cited by 37 publications

(7 citation statements)

References 23 publications

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“…Methodological syntheses in L2 research have been both broad and narrow in focus, with some attending to individual substantive domains (e.g., interaction in Plonsky & Gass, 2011; L2 writing in Liu & Brown, 2015) and others concerned with different aspects of research design, analyses, and reporting practices, such as instrument development (Derrick, 2016), factor analysis (Plonsky & Gonulal, 2015), multiple regression (Plonsky & Ghanbar, 2018), use of effect sizes (Norouzian & Plonsky, 2018; Plonsky & Oswald, 2014), reliability coefficients (Plonsky & Derrick, 2016), statistical assumptions (Hu & Plonsky, 2019), and others (e.g., Al-Hoorie & Vitta, 2019; Plonsky, 2013). Furthermore, methodological syntheses have also focused on individual research tools, such as grammaticality judgment tasks (Plonsky, Marsden, Crowther, Gass, & Spinner, 2019) and eye-tracking (Godfroid, 2020), as well as instructed second language development (Sok, Kang, & Han, 2019). Most pertinent to the present study is Marsden et al's (2018) review of SPR tasks, which demonstrated a number of inconsistencies in how SPR data are cleaned and handled.…”

Section: Methodological Synthesis and Data Re-analysismentioning

confidence: 99%

Outliers in L2 Research in Applied Linguistics: A Synthesis and Data Re-Analysis

Nicklin

Plonsky

2020

Ann Rev Appl Linguist

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Data from self-paced reading (SPR) tasks are routinely checked for statistical outliers (Marsden, Thompson, & Plonsky, 2018). Such data points can be handled in a variety of ways (e.g., trimming, data transformation), each of which may influence study results in a different manner. This two-phase study sought, first, to systematically review outlier handling techniques found in studies that involve SPR and, second, to re-analyze raw data from SPR tasks to understand the impact of those techniques. Toward these ends, in Phase I, a sample of 104 studies that employed SPR tasks was collected and coded for different outlier treatments. As found in Marsden et al. (2018), wide variability was observed across the sample in terms of selection of time and standard deviation (SD)-based boundaries for determining what constitutes a legitimate reading time (RT). In Phase II, the raw data from the SPR studies in Phase I were requested from the authors. Nineteen usable datasets were obtained and re-analyzed using data transformations, SD boundaries, trimming, and winsorizing, in order to test their relative effectiveness for normalizing SPR reaction time data. The results suggested that, in the vast majority of cases, logarithmic transformation circumvented the need for SD boundaries, which blindly eliminate or alter potentially legitimate data. The results also indicated that choice of SD boundary had little influence on the data and revealed no meaningful difference between trimming and winsorizing, implying that blindly removing data from SPR analyses might be unnecessary. Suggestions are provided for future research involving SPR data and the handling of outliers in second language (L2) research more generally.

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Section: Methodological Synthesis and Data Re-analysismentioning

confidence: 99%

Outliers in L2 Research in Applied Linguistics: A Synthesis and Data Re-Analysis

Nicklin

Plonsky

2020

Ann Rev Appl Linguist

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“…In general, although L2 proficiency modulates learners’ participation and the benefits of FFI to some extent ( Ellis, 2016 ), the variable of L2 proficiency is usually underestimated. Most FFI studies have focused on elementary and intermediate learners and rarely have considered advanced learners ( Kang et al, 2019 ; Sok et al, 2019 ). Moreover, many studies have lacked the standardized measurements of L2 proficiency or have not reported L2 proficiency ( Kang et al, 2019 ; Sok et al, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Most FFI studies have focused on elementary and intermediate learners and rarely have considered advanced learners ( Kang et al, 2019 ; Sok et al, 2019 ). Moreover, many studies have lacked the standardized measurements of L2 proficiency or have not reported L2 proficiency ( Kang et al, 2019 ; Sok et al, 2019 ). In summary, the modulation effect of L2 proficiency on the teaching effect of different types of FFI must be explored.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is unclear that the influence of FFI on L2 spoken Chinese. Third, previous studies have paid little attention to the modulation effects of L2 proficiency on learning outcomes based on different pedagogical approaches ( Sok et al, 2019 ). To fill the research gaps and provide guidance for L2 spoken Chinese teaching, we examined the effects of two different types of FFI on the oral production of L2 Chinese learners with different levels of L2 proficiency.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers

Chen

2022

Front. Psychol.

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Form-focused instruction (FFI) can help second language (L2) learners notice the forms of language, which is conducive to the acquisition of linguistic forms. Two types of FFIs had been proposed, including focus-on-formS (FonFs) and focus-on-form (FonF). Previously, studies on FFI in L2 classroom teaching have focused mainly on the influence of two types of FFIs on the L2 acquisition of grammar and vocabulary. The influence of FonFs and FonF on L2 oral production, however, has been addressed less often. The advantages and disadvantages of different teaching methods in FonFs and FonF have not been well investigated. On the basis of Schmidt’s noticing hypothesis, VanPatten’s input processing hypothesis, and Long’s interactive hypothesis, we investigated the effects of teaching goals, teaching steps, and interactive activities in FonFs and FonF on the complexity, accuracy, and fluency of 32 native Korean speakers’ L2 Chinese oral production. We found that FFI significantly improved the performance of L2 Chinese oral production, although different FFIs had different effects on complexity, accuracy, and fluency. FonF and FonFs could improve both complexity and accuracy, whereas FonF also significantly improved fluency, which was not observed in FonFs. Furthermore, we found that the level of L2 proficiency could modulate the interaction between instruction methods and learning outcomes. For low-proficiency learners, FonF was more helpful for the improvement of fluency. For high-proficiency learners, FonFs was more helpful for the improvement of accuracy. These results demonstrated that teachers should pay attention to the interaction between specific teaching conditions with different L2 proficiency and learning outcomes when implementing FFI. The findings of this study have important implications for the design of procedures and interactive activities of L2 spoken Chinese teaching.

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“…Substantial empirical evidence confirms the facilitative effects of instruction on second language (L2) acquisition (Goo et al, 2015;Long, 1983;Norris & Ortega, 2000;Spada & Tomita, 2010;Sok et al, 2018), for example, by increasing learning rate and pushing ultimate attainment (for a recent meta-analysis, see Kang et al, 2018). Instruction has been broadly categorized into meaning-focused and form-focused instruction (Ellis, 2012(Ellis, , 2016Norris & Ortega, 2000).…”

Section: Introductionmentioning

confidence: 99%

The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

Ruíz

Rebuschat

Meurers

2019

Language Teaching Research

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The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read and completed automatically-generated multiple-choice gaps where phrasal verbs appeared in the text, while learners in the meaning-focused condition simply read and did not complete any gaps. Mixed-effects regression analyses showed that working memory was associated with vocabulary acquisition and that this association depended on the instructional context, with working memory being predictive of learning only in the form-focused condition, suggesting an aptitude-treatment interaction. Furthermore, declarative memory abilities were related to learning only as measured by the Continuous Visual Memory Task, and the relationship was not moderated by instructional condition. Overall, the study contributes to accounting for variability in second language learning in general, as well as in instructional contexts supported by intelligent CALL.

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Thirty-five years of ISLA on form-focused instruction: A methodological synthesis

Cited by 37 publications

References 23 publications

Outliers in L2 Research in Applied Linguistics: A Synthesis and Data Re-Analysis

Outliers in L2 Research in Applied Linguistics: A Synthesis and Data Re-Analysis

The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers

The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

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