- The CALL-SLA interface: Insights from a second-order synthesis
-
...plonskyziegler.pdf
June 2016, Volume 20, Number 2
pp. 17–37
Copyright © 2016, ISSN 1094-3501 17
THE CALL–SLA INTERFACE:
INSIGHTS FROM A SECOND-ORDER SYNTHESIS
Luke Plonsky, University College...
by Luke Plonsky, Nicole Ziegler
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- A psycholinguistic approach to technology and language learning
-
...Plonsky
Review of A psycholinguistic approach to technology
and language learning
Tzu-Hua Chen, National Taiwan Normal University
Luke Plonsky, Georgetown University
A psycholinguistic appr...
by Tzu-Hua Chen, Luke Plonsky
in Volume 21 Number 2, June 2017
- LL&T and Quantitative Research: Some Points of Advice
-
...Plonsky, L., Ross, S. J., & Schoonen, R. (2015). Guidelines for reporting quantitative methods and results in primary research. Language Learning, 65(2), 470–476.
Plonsky, L., & Oswald,...
in News & Announcements
- Dialogue systems for language learning: A meta-analysis
-
...Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language
Learning, 61(4), 993–1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x
Plonsky, L., & O...
by Serge Bibauw, Wim Van den Noortgate, Thomas François, Piet Desmet
in Volume 26 Number 1, 2022
- Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis
-
...Plonsky, 2016, p. 27). In this meta-analysis, we interpreted the effect sizes using
the benchmarks suggested by Plonsky and Oswald (2014) for L2 research:
• For studies with a between-groups design,...
by Daniel H. Dixon, Tülay Dixon, Eric Jordan
in Volume 26 Number 1, 2022
- Motivation in computer-assisted pronunciation training: Online and face-to-face environments
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...Plonsky, L. (2015). Statistical power, p values, descriptive statistics, and effect sizes: A “back-to-basics”
approach to advancing quantitative methods in L2 research. In L. Plonsky (Ed.), Advancing...
by Ines A. Martin
in Volume 27 Number 1, 2023
- The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
-
...Plonsky, L. (2017). Quantitative research methods. In S. Loewen & M. Sato (Eds.), The Routledge
handbook of instructed second language acquisition (pp. 505–521). Routledge.
Plonsky, L., & Oswald, F...
by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024
- Online Strategy Instruction for Integrating Dictionary Skills and Language Awareness
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...Plonsky (2011), M (d) = .49, K = 95. For Plonsky’s subsample of SI studies in which vocabulary
knowledge was an outcome variable, the effect size was higher, M (d) = .64, K = 32, and for studies in
...
by Jim Ranalli
in Volume 17 Number 2, June 2013
- Investigating learner autonomy and vocabulary learning efficiency with MALL
-
...Plonsky and Oswald (2014) as a
Benchmark
Categories Plonsky and
Oswald (2014)
r
Cohen (1988)
r
Plonsky and
Oswald (2014)
d
Cohen (1988)
d
small .25 .1 .4 .2
medium .4 .3 .7 .5
large ...
by Nigel P. Daly
in Volume 26 Number 1, 2022
- Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
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...Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language
Learning, 64, 878–912. https://doi.org/10.1111/lang.12079
Naoko Taguchi 17
Pl...
by Naoko Taguchi
in Volume 27 Number 1, 2023
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