An Assessment of Designs, Analyses, and Reporting Practices in Quantitative L2 Research

By Luke Plonsky. 2013

167 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/fabbfc34204fc0ab7e4865e238de83aa2f0ed305

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In Developmental and Educational Psychology

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Citations in the corpus

The seven sins of L2 research: A review of 30 journals’ statistical quality and their CiteScore, SJR, SNIP, JCR Impact Factors (2019, methodology): “Based on similar considerations, Plonsky (2013) has suggested the need for investigating the relationship between statistical practices and journal quality in the L2 field.”
Task-Based Learner Production: A Substantive and Methodological Review (2016, background): “Other features are indeed concerned with methodological rigor, validity, and transparency (i.e., study quality; see Plonsky, 2013) such as the use of pretests in quasi-experiments and full reporting of data.”
Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis (2016, background): “As Plonsky (2013) argues, the reporting of descriptive statistics, including sample sizes, means and standard deviations, “avails primary data to would-be meta-analysts who require such data to calculate an effect size” (p. 671).”
Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field. (2018, methodology): “In addition, sharing data is essential for cumulative analyses that join datasets and examine moderator effects of inter-study variation, especially important given the well documented lack of power in L2 research (e.g., Plonsky, 2013; 2015).”
Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach (2020, methodology): “…in correlations may remain too small to be considered significant unless the sample contains several hundred students, which is, unfortunately, uncommon in the L2 acquisition/assessment field, where small sample size problems are well-documented (Larson-Hall & Herrington, 2010; Plonsky, 2013).”
SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS – ERRATUM (2019, background): “Most of the studies also failed to report basic information concerning their language achievement measures, including descriptive statistics, a perennial weakness in L2 research (e.g., Larson-Hall & Plonsky, 2015; Paquot & Plonsky, 2017; Plonsky, 2013).”
MULTIPLE REGRESSION AS A FLEXIBLE ALTERNATIVE TO ANOVA IN L2 RESEARCH (2016, methodology): “…Studies in Second Language Acquisition, for instance, reported that 56% of the 606 quantitative studies in the sample included one or more ANOVAs (Plonsky, 2013) (followed by the t-test, which is the two-group analog of ANOVA [43%], then correlation Correspondence concerning this article should…”
SECOND LANGUAGE ANXIETY AND ACHIEVEMENT (2019, background): “Most of the studies also failed to report basic information concerning their language achievement measures, including descriptive statistics, a perennial weakness in L2 research (e.g., Larson-Hall & Plonsky, 2015; Paquot & Plonsky, 2017; Plonsky, 2013).”
Eta- and partial eta-squared in L2 research: A cautionary review and guide to more appropriate usage (2018, methodology): “Second, η2 values are often upwardly biased (an issue not discussed here, but see Grissom and Kim 2012), and particularly so when the effects are based on small samples, which is often the case in L2 research (Plonsky, 2013).”
A methodological synthesis and meta-analysis of judgment tasks in second language research (2020, methodology): “Lee J, Jang J and Plonsky L (2015) The effectiveness of second language pronunciation instruc-”
The L2 motivational self system: A meta-analysis (2018, background): “When it comes to instructional effects, for example, Plonsky (2013) reports that experimental studies are about twice more common in classroom research than are observational studies.”
Engagement in language learning: A systematic review of 20 years of research methods and definitions (2021, background): “As with Plonsky (2013) who had a κ value (.56; 82% agreement) below conventional thresholds, we highlight the conservative nature of kappa especially as possible categories increase (Brutus et al., 2010).”