Replication research in applied linguistics
By G. Porte. 2012
119 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/510f7c115c1f50e4749d10560923ed55cf125f6e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- N. Schmitt
- E. Marsden
- T. Cobb
- Diane Schmitt
- Marlise Horst
- K. Morgan‐Short
- S. Thompson
- David Abugaber
Citations in the corpus
- Bootstrapping in Applied Linguistics: Assessing its Potential Using Shared Data (2014, background): “…submitted to Applied Linguistics 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 For Peer Review BOOTSTRAPPING 23 2012; Porte 2012).”
- How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007) (2015, result): “We suggest approximate replications of this study (Porte 2012), where certain variables might be changed to determine how generalizable the original paper’s results are and to either strengthen or challenge the conclusions of that paper.”
- Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field. (2018, methodology): “However, a perceived lack of prestige, excitement and originality of replication plagues L2 research (Porte, 2012), as in other disciplines (Branco, Cohen, Vossen, Ide, & Calzolari, 2017; Chambers, 2017; Schmidt, 2009), and these perceptions are thought to have caused, at least in part, directly or ”
- How to Conduct a Mini-Ethnographic Case Study: A Guide for Novice Researchers (2017, background): “because qualitative studies are very unique and the data may not transfer to another study (Marshall & Rossman, 2016; Porte, 2013).”
- Understanding vocabulary acquisition, instruction, and assessment: A research agenda (2019, background): “Their study could be usefully replicated (Porte, 2012), but it should also be extended by measuring word knowledge components they did not measure (spelling, pronunciation, word parts, associations, grammatical functions, constraints of use).”