Interaction research in SLA : A meta-analysis and research synthesis

By Alison Mackey, Jaemyung Goo. 2007

480 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2b270feebe31f2f01e7c645cc00f8e94d504fb8b

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Citations in the corpus

Research into practice: Grammar learning and teaching (2015, unknown): “A great deal of research was conducted which attested to the value of tailored interactional modifications, both for enhancing learners’ comprehension and their production (e.g., Gass & Varonis 1994), and maintaining them even after some time passes (Mackey & Goo 2007).”
Intercultural communicative competence and online exchanges: a systematic review (2018, methodology): “…in reviews is encouraged (Ortega, 2011), I am following previous syntheses and meta-analyses (Keck, Iberri-Shea, Tracy-Ventura, & Wa-Mbaleka, 2006; Mackey & Goo, 2007; Norris & Ortega, 2000) which have elected to exclude unpublished research for convenience reasons, to avoid a biased sample, and…”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “…attention to identifying task design characteristics that may induce interactional elements hypothesized to promote the nowdocumented link between interaction and second language development (Keck, Iberri-Shea, Tracy-Ventura, & Wa-Mbaleka, 2006; Li, 2010; Lyster & Saito, 2010; Mackey & Goo, 2007).”
Task-Based Language Learning (2011, background): “…1991) on the amount of interaction; • the effectiveness of different types of corrective feedback on uptake and development during task-based interaction (Mackey & Goo, 2007); • the effects of task different task characteristics on spoken (Foster & Skehan, 1999) and written (Kuiken & Vedder,…”
Meta-analysis in Second Language Research: Choices and Challenges (2010, background): “…error correction within larger bodies of research on the effectiveness of instruction (Norris & Ortega, 2000, replicated by Goo, Granena, Novella, & Yilmaz, 2009; Spada & Tomita, 2010) and on the effects of L2 interaction (Keck, Iberri-Shea, Tracy-Ventura, & Wa-Mbaleka, 2006; Mackey & Goo, 2007).”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, unknown): “…role of recasts in L2 development (see Doughty & Varela, 1998 ; Han, 2002 ; Ishida, 2004 ; Iwashita, 2003 ; Leeman, 2003 ; Long, Inagaki, & Ortega, 1998 ; Mackey, 2006 ; Mackey & Philp, 1998 ; McDonough & Mackey, 2006 ; Révész, 2009 ; see also Long, 2007 , for a review and Mackey & Goo, 2007 ).”
ORAL FEEDBACK IN CLASSROOM SLA (2010, methodology): “In their analysis of specifi c versus general focus conditions, Russell and Spada ( 2006 ) found no signifi cant differences, whereas Mackey and Goo ( 2007 ) found that, based on small samples, intensive CF is signifi cantly more effective than extensive CF at the time of delayed (but not…”
The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis (2016, background): “Some have proposed that teachers’ choice of CF type (and their differential effectiveness) may depend on the characteristics of the targeted linguistic forms (Lyster, 1998; Mackey, Gass, & McDonough, 2000; Mackey & Goo, 2007).”
Is the heritage language like a second language (2012, background): “A vast body of research in second language acquisition summarized in Mackey & Goo (2007) supports the Interaction Hypothesis (Long, 1996) demonstrating that adults learning a second/foreign language benefit from conversational interactions with native speakers.”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “In their meta-analysis of 25 interaction studies (7 lexis studies and 18 grammar studies), Mackey and Goo ( 2007 ) confi rmed that the effects of interaction are signifi cantly larger on lexical development than on grammatical development, especially on immediate posttests ( d = 1.32 for lexical…”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “This conversational behavior, which is termed negotiation for meaning, is hypothesized to be facilitative of adult L2 development (Mackey & Goo, 2007).”