Does the medium really matter in L2 development? The validity of CALL research designs

Cerezo, Luis; Baralt, Melissa; Suh, Bo-Ram; Leow, Ronald P.

doi:10.1080/09588221.2013.839569

Cited by 19 publications

(15 citation statements)

References 28 publications

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“…However, study selection processes for meta‐analyses may not take account of important issues or features in the primary studies, such as social aspects or more subtle features of study design and procedures (Lipsey & Wilson, 2001), and may consequently exclude important and potentially relevant findings. In other words, the construction of inclusion criteria is not a neutral process, and results may be skewed through over‐ or underrepresentation (Cerezo, Baralt, Suh, & Leow, 2014).…”

Section: The Methodological Context For Msrmentioning

confidence: 99%

“…6 Some recent synthetic research in applied linguistics has included methodological rigor as a criterion for inclusion (e.g., Grgurović, Chapelle, & Shelley, 2013), with Cerezo et al. (2014) reviewing the validity and reliability of their selected primary research using evaluation guidelines adapted from Leow (1999). 7 This highlights a need not only for improved methodological quality in primary research but also for consideration of study quality in formulating inclusion criteria for syntheses.…”

Section: The Methodological Context For Msrmentioning

confidence: 99%

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A Case for Multisite Second Language Acquisition Research: Challenges, Risks, and Rewards

Moranski

Ziegler

2020

Language Learning

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Multisite research (MSR) offers the key advantages of greater statistical power and external validity via larger and more diverse participant pools. In second language acquisition (SLA) research, recent developments in meta‐analysis have created a robust foundation for MSR. Although logistical and financial obstacles can complicate expansion beyond a single site, we show that MSR's benefits can justify the investment of resources. We begin by outlining how developments in meta‐analytic research, replication, and access to data and materials have created an especially opportune moment for MSR. Next, we discuss the methodology for a classroom study on metacognitive instruction as an illustrative case, outlining the major elements of its design and implementation. Finally, we review how four issues critical to MSRs (funding, compliance, logistics, and analysis) were addressed in our example study, including a discussion on multilevel modeling. We conclude with a discussion of how the field can build upon existing research to advance multisite work.

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Section: The Methodological Context For Msrmentioning

confidence: 99%

Section: The Methodological Context For Msrmentioning

confidence: 99%

A Case for Multisite Second Language Acquisition Research: Challenges, Risks, and Rewards

Moranski

Ziegler

2020

Language Learning

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“…Note that there may be no need to provide explicit grammatical explanation since the focus is to make the student process more deeply the implicit feedback or prompt being provided. These psycholinguistically motivated CALL tasks have yielded greater learning outcomes when compared to FTF instruction on specific grammatical points (Cerezo, Baralt, Suh, and Leow 2013;Grgurovic, Chapelle, and Shelley 2013).…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Depth of processing in L2 learning: theory, research, and pedagogy

Leow

Mercer²

2015

Journal of Spanish Language Teaching

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Both educators and researchers alike are usually confounded by the differential performances of L2 learners who are exposed to the same L2 information in the classroom setting. Current second language acquisition (SLA) research employing concurrent data elicitation procedures (e.g., think-aloud protocols to gather online data on learners' cognitive processes employed during their interaction with the L2 data) are revealing that one potential explanation may lie in how deeply L2 learners process the L2 information, usually referred to as depth of processing. Depth of processing is defined as the relative amount of cognitive effort, level of analysis, elaboration of intake together with the usage of prior knowledge, hypothesis testing and rule formation employed in encoding and decoding some grammatical or lexical item in the input (Leow 2015). This article presents a succinct report of the role of depth of processing from a theoretical perspective in the Instructed SLA field, reports the findings of research that has provided empirical support for its role in L2 development, and, based on these empirical findings, offers some pedagogical suggestions for promoting learners' deeper processing of the L2 data in the L2 classroom.El desempeño diferencial de ciertas tareas en una segunda lengua (L2) por parte de aprendices expuestos al mismo material pedagógico en el aula suele confundir tanto a pedagogos como a investigadores. La investigación actual en el campo de la adquisición de segundas lenguas (ASL) con procedimientos de obtención de datos concurrentes (p. ej., los protocolos de pensamientos en voz alta "think-alouds" para recoger datos simultáneos sobre los procesos cognitivos de los aprendices durante su interacción con la información de la L2) demuestra que una de las posibles explicaciones puede estar vinculada con el nivel de profundidad con el cual los aprendices procesan la información. En concreto, la profundidad del procesamiento se define como la cantidad relativa de esfuerzo cognitivo, nivel de análisis y elaboración de "intake" junto con la utilización de conocimiento previo, la comprobación de hipótesis y la formación de reglas que se usan para codificar y descodificar cualquier información gramatical o léxica en el "input". Este artículo informa, primero desde una perspectiva teórica, sobre el papel de la profundidad de procesamiento en el campo de ASL. Después, presenta los resultados de la investigación sobre la profundidad de pensamiento en el desarrollo de una L2 y, a partir de estos resultados, ofrece algunas pautas para promover el procesamiento más profundo de datos de la L2 por parte de los aprendices dentro del aula. PalabrasDownloaded by [UQ Library] at 07:50 12 July 2015 IntroductionWe have witnessed a plethora of studies in the second language acquisition (SLA) field that have sought to elicit important data on the cognitive processes employed by second or foreign language (L2) learners as they process or interact with the L2. Indeed, many SLA theoretical underpinnings have posited diffe...

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“…This is because the computer-assisted learning environment creates an opportunity for students to easily monitor their learning process and adjust their learning when they make mistakes (Hsu et al, 2015). In addition, a computer-assisted learning environment helps students gain some additional skills such as learning autonomy and computer literacy (Cerezo et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Potential Factors to Enhance Students' STEM College Learning and Career Orientation

Rivera

2020

Front. Educ.

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In this study, we highlight the importance of high school students having a college-attending and career-ready mindset in STEM fields. With this purpose, we adopted a stepwise multiple regression analysis to determine which variables are significant predictors of students' STEM college learning and career orientation. The participants were 1,105 high school students from nine randomly selected high schools across greater Houston Texas. Forty-two percent of the variance on STEM college learning and career orientation as an outcome variable can be explained by six predictor variables: (a) parental involvement; (b) STEM related activities engagement; (c) academic experience; (d) teacher effective pedagogy; (e) technology/facilities; and (f) self-esteem.The results indicate that when students received support from teachers and parents, they could develop more positive attitudes toward future post-secondary education and career pathways in STEM fields.

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Does the medium really matter in L2 development? The validity of CALL research designs

Cited by 19 publications

References 28 publications

A Case for Multisite Second Language Acquisition Research: Challenges, Risks, and Rewards

A Case for Multisite Second Language Acquisition Research: Challenges, Risks, and Rewards

Depth of processing in L2 learning: theory, research, and pedagogy

Potential Factors to Enhance Students' STEM College Learning and Career Orientation

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