A Guide to Doing Statistics in Second Language Research Using SPSS

By Jenifer Larson-Hall. 2009

918 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/795142d7d53536ecb8195638fa9dd1eb6bda44d2

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Citations in the corpus

‘I can’t … I won’t?’ International students at the threshold of social interaction (2013, methodology): “The data are coded and analysed using non-parametric inferential analysis within SPSS, as is usual in small non-normally distributed samples (Larsen-Hall, 2010).”
STUDY QUALITY IN SLA (2013, neutral): “…problematic because of their debilitating effect on statistical power (Chaudron, 1986 ; Crookes, 1991 ; Flahive & EhlersZavala, 2010; Hauser, 2001; Henning, 1986 ; Larson-Hall, 2010 ; Lazaraton, 1991 ; Norris & Ortega, 2006 ; Oswald & Plonsky, 2010 ; Plonsky & Gass, 2011 ; Plonsky & Oswald, 2012 ).”
CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences (2016, background): “ANOVA with repeated measures statistics were performed in order to compare the data across time.”
Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background (2015, background): “…comprehensibility, the raters were nevertheless fairly consistent, demonstrating reliability indexes that exceeded the benchmark value of .70–.80 (Larson-Hall, 2009) for pronunciation (a segmentals = .92; a word stress = .78; a intonation = .78; a rhythm = .85), fluency (a speech rate = .90),…”
Rethinking Convenience Sampling: Defining Quality Criteria (2012, background): “Larson-Hall (2010) regards outliers as points which stand out as being different from the bulk of THEORY AND PRACTICE IN LANGUAGE STUDIES © 2012 ACADEMY PUBLISHER 786 the data and believes that they are very problematic for “classic statistics” in which normality of the distribution is an obvious…”
Does a Speaking Task Affect Second Language Comprehensibility (2015, methodology): “For individual linguistic categories, which presumably reflect less intuitive and more complex judgments compared to comprehensibility ratings, reliability values also exceeded the benchmark of .70–.80 in both tasks (Larson–Hall, 2010), as shown in Table 2.”
Meta-analysis in Second Language Research: Choices and Challenges (2010, background): “The root of the problem of NHST is that it reduces research findings into a dichotomy of statistical significance or nonsignificance based on the p value— and nothing more.”
The effect of collaborative writing in an EFL secondary setting (2019, background): “However, the small sample size of students writing collaboratively could affect the statistical results obtained and not finding an effect might be due to little power and not to lack of treatment effects (Larson-Hall, 2010).”
Bootstrapping in Applied Linguistics: Assessing its Potential Using Shared Data (2014, methodology): “Applied statisticians and one applied linguist (Larson-Hall 2010, 2012; Larson-Hall and Herrington 2010), however, have argued that this approach may not be appropriate for small samples and/or non-normally distributed data (e.g., Wilcox 2003), both common in second language (L2) research.”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “The reliability indexes were nevertheless acceptable, exceeding the benchmark value of 0.70–0.80 (Larson-Hall, 2010) for pronunciation (αsegmentals = 0.91; αword stress = 0.88; αintonation = 0.84; αspeech rate = 0.89), vocabulary (αappropriateness = 0.85; αrichness = 0.86), and grammar (αaccuracy =…”
The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing (2018, methodology): “Gain analysis has been suggested as a method of analysing pretest– posttest data when there is a significant difference in the pretest data (Larson-Hall, 2010).”
The L2 Motivational Self System of Korean EFL Students: Cross-grade Survey Analysis (2012, background): “2 Larson-Hall (2010) states that standard multiple regression is used to investigate how much an independent (or explanatory) variable uniquely explains the dependent (or response) variable, whereas sequential (hierarchical) regression, the areas of the explanatory variables that overlap with the re”
Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, methodology): “70 (Larson-Hall, 2010), the raters’ comprehensibility scores were averaged across per each speech sample.”