- Peer interaction in text chat: Qualitative analysis of chat transcripts
-
...Plonsky & Gass, 2011). While the interaction hypothesis was conceptualized for face-to-face interaction
prior to the development of text chat as a pedagogical tool, text chat has been likened to face...
by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017
- Visual reinforcement through digital zoom technology in FL pronunciation instruction
-
...Plonsky, 2019, p. 665).
However, we tried to control the planning time during the test as each word was only displayed for five
seconds before the screen automatically transitioned to the next one. ...
by Siqi Wang, Jian Li, Qian Liang
in Volume 28 Number 1, 2024
- Multimodal effects of processing and learning contextualized L2 vocabulary
-
...Plonsky &
Oswald, 2014). The minimum number of target items was specified at 10 (at the instance level), which
resulted in a suggested sample of 50 participants per group, with a total N = 100. It w...
by Jonathon Malone
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Attention and learning in L2 multimodality: A webcam-based eye-tracking study
-
...Plonsky & Oswald, 2014). Regardless
of the test time point, form recognition was positively associated with Xlex scores. With every unit
increase in Xlex, the odds ratio was 4.57 times higher for re...
by Pengchong Zhang, Shi Zhang
in Volume 29 Number 1, 2025
- Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
-
...Plonsky and Oswald’s (2014) criteria for a large effect (i.e., small
= 0.4, medium = 0.7, large = 1.0). VESLM had the strongest overall impact on vocabulary knowledge.
Figure 9
Effect Sizes of E...
by Jiarun Ye, Pengchong Zhang, Rowena Kasprowicz, Catherine Tissot
in Volume 29 Number 1, 2025
- Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research
-
...Plonsky, 2010, p. 85). The primary purpose of meta-analysis is to
integrate findings by analyzing a large collection of results from primary studies (Glass, 1976). The
difference between a meta-anal...
by Huifen Lin
in Volume 18 Number 3, October 2014
- Teaching ESL pronunciation to international teaching assistants with the ELSA Speak app
-
...Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A
meta-analysis. Applied Linguistics, 36(3), 345–366. https://doi.org/10.1093/applin/amu040
Levis, & Grant, L. (...
by Emilia Gracia
in Volume 29 Number 1, 2025
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...Plonsky, 2010).
APPENDIX A. Codebook on the publication, learner and methodology variables of included studies
A. Publication characteristics
A.1. Study ID: A number is assigned for each study
...
by Huifen Lin
in Volume 19 Number 2, June 2015
- Teaching foreign language with conversational AI: Teacher-student-AI interaction
-
...Plonsky, L. (2019). Second language anxiety and achievement: A meta-
analysis. Studies in Second Language Acquisition, 41(2), 363–387.
https://doi.org/10.1017/S0272263118000311
Terhune, N. M. (2016)...
by Hyangeun Ji, Insook Han, Soyeon Park
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Language teachers’ professional role identities and classroom technology integration
-
...Plonsky & Ziegler,
2016). Enhancing teachers’ classroom technology integration hence has drawn much research attention.
Existing studies have featured a wide array of external factors (for example, ...
by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025
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