Thirty-five years of ISLA on form-focused instruction: A meta-analysis

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Abstract

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.

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Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What strategies are effective for English language acquisition in newcomer populations?

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About this study

AGE: Multiple Age Groups

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Paid

HOST COUNTRY: Multiple countries

HOST COUNTRY INCOME: High

INTERVENTION DURATION: Various

INTERVENTION: Various

OUTCOME AREA: Education

POPULATION: Immigrants

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: Strong

TYPE OF STUDY: Meta-analysis

YEAR PUBLISHED: 2019

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