This meta-analysis offers a snapshot of thirty-five years (1980–2015) of research on instructed second language acquisition (ISLA). Fifty-four empirical studies involving a total of 5,051 second language learners – sampled from six applied linguistics journals, Applied Linguistics, Language Learning, Language Teaching Research, The Modern Language Journal, Studies in Second Language Acquisition, and TESOL Quarterly – were aggregated for the effects of second language (L2) instruction, yielding an overall large effect size, g = 1.06, 95 % CI = 0.84−1.29. Data were further analysed to identify factors that can modulate the efficacy of instruction. While a minor difference was detected between explicit and implicit instruction, statistically significant effects were found for modes of outcome measures, learners’ onset L2 proficiency, research settings, and intensity of instruction.
The management of volunteers – What can human resources do? A review and research agenda
There is an increasing interest from scholars and practitioners in understanding how non-profit organizations can design and implement human resources (HR) practices to enhance desirable volunteer attitudes and behaviors. This paper presents a comprehensive overview of existing studies on the relationship between HR practices and volunteering outcomes. We use the ability-motivation-opportunity model as a guiding…