Replication research in education: a guide to designing, conducting, and analysing studies

Davis, Avery; Makel, Matthew C.

doi:10.1080/13803611.2021.2022312

Cited by 2 publications

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“…In the current study, we contributed to the body of knowledge in a different but equally meaningful way by verifying the findings of the original study and providing support for the evidence that it contributed to the literature. From a broader perspective, the results of this study echo the need for more exact replication studies in education research (Morrison, 2022). To achieve this goal, more data should be made available for educational studies (Hiver & Al-Hoorie, 2020).…”

Section: The Value Of Exact Replication Studiesmentioning

confidence: 59%

“…The current study positions itself as an exact replication study that adopted the original data set from Łodzikowski (2021) and followed all of the protocols as closely as possible to recreate the results. It is important to note that although the purpose of an exact replication study is to confirm the results of an original study (Morrison, 2022), we do not argue that the findings of the original study were invalid or unfounded. The purpose of the current study was to extend the original study by discussing some of the limitations that were not emphasised in it and examining some of the findings that could have been further discussed.…”

Section: Research Design: Exact Replication Studymentioning

confidence: 78%

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Beyond replication: An exact replication study of Łodzikowski (2021)

Foung¹,

Kohnke²

2023

ReCALL

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Replication studies have become an emerging line of research in recent decades, including in computer-assisted language learning (CALL). Exact replication, which closely follows a study’s protocol, is rare as it is hard to recreate results without establishing a highly controlled environment. However, using data available online, we were able to conduct an exact replication of Łodzikowski’s (2021) study, which reported on the use of an allophonic transcription tool by 55 Polish learners of English. Allophonic features are used by native speakers to produce acoustic variants of the same phoneme. The original study offered learners an allophonic transcription tool, examined how they used it and considered its association with phonological awareness. This study extended the original research by addressing the limitations of its regression and transcription analyses. Our findings allowed us to offer several suggestions on (1) how an allophonic transcription tool can be better designed to help learners, (2) how CALL researchers can acquire more data for more useful research and (3) why more replication studies are needed in CALL.

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Section: The Value Of Exact Replication Studiesmentioning

confidence: 59%

Section: Research Design: Exact Replication Studymentioning

confidence: 78%

Beyond replication: An exact replication study of Łodzikowski (2021)

Foung¹,

Kohnke²

2023

ReCALL

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“…The main focus of this survey methodology included determining the participants' self-reported experience of these technologies in the language classroom. An approximate replication is a study that changes one or more nonmajor variables, such as participants and settings, while trying to keep all other areas close to the original study (Morrison, 2022). One major variable was changed in the replication; that is, the location and the participants of the study included English as a foreign language (EFL) teachers in three countries: Poland, Portugal, and Turkey.…”

Section: Methodsmentioning

confidence: 99%

Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study

Kic-Drgas¹,

Seferoğlu²,

Kılıçkaya³

et al. 2023

ReCALL

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This study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers’ perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 English as a foreign language teachers in these three countries. The main findings indicate that there are several differences among the three countries, including institutional support regarding the use of mobile devices and the training provided to the teachers. Based on the data collected in these countries, it was found that mobile devices are mainly used for teaching and learning on online platforms. Smartphones were one of the most used devices in English language teaching, while computer labs at schools seem to have lost their popularity. Regarding the technologies available, the results of the study reveal that the participants are most familiar with online dictionaries, spell checkers, and online collocation dictionaries, and the participants’ qualifications are linked to certain differences in familiarity and use of technologies in the classroom. Variables such as gender, age, and years of experience do not show any difference in the familiarity or frequency of use of those technologies. The main findings of the study point out the importance of institutional support and training regarding the use of mobile devices and open educational resources, which are no longer a choice but a necessity in education.

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Replication research in education: a guide to designing, conducting, and analysing studies

Cited by 2 publications

References 0 publications

Beyond replication: An exact replication study of Łodzikowski (2021)

Beyond replication: An exact replication study of Łodzikowski (2021)

Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study

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