- 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
-
...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
- Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners
-
...Plonsky, 2021; Teimouri, 2025; Teimouri et al.,
2022, 2024; Zhao & Wang, 2023). Yet, findings regarding vocabulary-related outcomes are mixed
(Alamar, 2021; EI Hadim & Ghaicha, 2024), implying that ...
by Banban Li, Yasser Teimouri, Shenglan Mao, Na Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- Type and amount of input-based practice in CALI: The revelations of a triangulated research design
-
...Plonsky (2010, p. 86) noted:
Researchers have a natural tendency to interpret significant statistics no matter what the sample
size is […]. This practice should generally be avoided because conceptu...
by Luis Cerezo
in Volume 20 Number 1, February 2016
- Virtual reality in the Spanish classroom: A longitudinal control-experimental research study
-
...Plonsky, 2015; Plonsky & Oswald, 2014). Therefore,
analysis prioritized descriptive statistics and effect sizes over p-values, as effect sizes are not affected by
sample size and provide clearer est...
by Tricia Thrasher, Kara Yarrington, Lorena Alarcon, Elif Varlik
in Volume 30 Number 1, 2026
- Review of Language teaching with video-based technology: Creativity and CALL teacher education
-
...Plonsky & Ziegler, 2016; Ziegler,
2016). In spite of the growing interest and increasing availability of digital technology in L2 teaching
contexts, these advantages are not being fully utilized in ...
by Kiyotaka Suga
in Volume 25 Number 2, June 2021
- Learning processes in interactive CALL systems: Linking automatic feedback, system logs, and learning outcomes
-
...Plonsky & Ghanbar, 2018). The model indicated that both the factor of
accuracy-focus and the process variable of finish time were significant predictors. In general, the more
accurate a learner was ...
by Bronson Hui, Björn Rudzewitz, Detmar Meurers
in Volume 27 Number 1, 2023
- Student use and instructor beliefs: Machine translation in language education
-
...Plonsky, 2016). The full data set was
analyzed by both authors using the finalized code list. All discrepancies in coding were noted, discussed,
and resolved to increase rigor and reliability in the...
by Emily A. Hellmich, Kimberly Vinall
in Volume 27 Number 1, 2023
- The effect of corpus-based instruction on pragmatic routines
-
...Plonsky &
90 Language Learning & Technology
Oswald, 2014), but no significant difference between CS and the control (p = .723, Cohen’s d = .291). A
post-hoc Tukey test of gain scores for pragmati...
by Kathleen Bardovi-Harlig, Sabrina Mossman, Yunwen Su
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching
-
...Plonsky, 2019). Therefore,
in our production test participants were asked to finish two tasks, a word-reading task, and an impromptu
translation task. The first task involved reading aloud 12 words ...
by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
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