What has meta-analysis taught us about instructed SLA? - Professor Luke Plonsky скачать в хорошем качестве

What has meta-analysis taught us about instructed SLA? - Professor Luke Plonsky

The big moment has come! I am so happy/grateful to my friend/colleague, Professor Luke Plonsky (Northern Arizona University) for joining the ESRC Special SLA Lecture Series. Professor Plonsky gave us an online lecture titled "what has meta-analysis taught us about instructed SLA." Without any doubt, Professor Plonsky is one of the MOST active, passionate, well-rounded, and influential leaders of the field of Second Language Acquisition as of 2021. Professor Plonsky is Senior Editor of Studies in Second Language Acquisition, Managing Editor of Foreign Language Annals, and he serves on the editorial boards of Language Teaching and Learning and Individual Differences. He is also Co-Director of the IRIS repository for instruments in language learning and teaching research. Finally, Professor Plonsky is a founder/host of the most popular SLA group on Facebook, Applied Linguistics Research Methods—Discussion, where there are about 18,000 subscribers (  / appliedlinguisticsresearchmethods  ) 0:00 Opening 0:20 Kazuya’s introduction of Dr. Plonsky 4:30 Dr. Plonsky’s special lecture 36:29 Q&A 36:59 Doing a meta-analysis for the first time? 39:52 Meta-analyzable topics? 43:05 Growth of meta-analysis in SLA? 45:07 Favourite recent meta analysis papers? 50:56 Closing Papers mentioned in Dr. Plonsky’s Q&A Nicklin, C., & Vitta, J. P. (2021). Effect‐driven sample sizes in second language instructed vocabulary acquisition research. Modern Language Journal, 105(1), 218–236. https://doi.org/10.1111/modl.12692 Norouzian, R. (in press). Interrater reliability in second language meta-analyses: The case of categorical moderators. Studies in Second Language Acquisition. https://doi.org/10.1017/S027226312100... Saito, K., & Plonsky, L. (2019). Measuring the effects of second language pronunciation teaching: A proposed framework and meta-analysis. Language Learning, 69, 652–708. https://doi.org/10.1111/lang.12345