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Summary:
Marsden’s AAAL 2019 plenary highlighted the Open Science Initiative and the
importance of the sharing and accessibility of data, underscoring increasing
concerns about low publication rates and quality of replication research. This
colloquium takes up the challenge of meeting these concerns from a practical
standpoint. Researchers who work in the fields of form-focused instruction, L2
writing, task-based instruction, L2 classroom interaction, and vocabulary
acquisition will defend the need for replication of key studies in their field and
provide practical suggestions on how to go about this.
Organizer’s abstract
Marsden’s AAAL 2019 plenary highlighted the Open Science Initiative and the
importance of the sharing and accessibility of data, underscoring increasing
concerns about low publication rates and quality of replication research.
Replicating a study is predicated on the idea that research cannot include or
safely control for the many variables that can affect an 0utcome. Despite built-in
safeguards and the precision with which we prepare and execute our study, what
we do is inevitably subject to potentially significant limitations, bias, and error.
Critically, something will always remain that merits further clarification,
tweaking, or investigation. Many studies stand to benefit from renewed attention
if they can have their findings more precisely validated, their reliability assessed,
and their generalization tested or delimited. While recent publications have
embraced the pressing need for more replication, and more journals have offered
space for their publication,progress is hampered by initial drawbacks: many budding
replication researchers remain unaware of what needs to be replicated and how
to go about doing this.
This colloquium takes up the challenge of meeting these concerns from a
practical standpoint and focuses on studies that can be logistically replicated.
Participants will select significant studies, in terms of content and impact on the
field, discuss the need for replication, and suggest ideal methodology and
analysis to make the replication worthwhile. Thus, concomitantly, attendees will
appreciate how a replication submission to a journal is best structured. The
colloquium starts with a 5-minute contextualization of replication studies in
applied linguistics. Five 15-minute presentations follow, with 3 minutes for brief
clarifications after each one. The final section of the colloquium consists of a 20-
minute open discussion among all participants and attendees which will both
critically address the nature of the 5 presentations and connect them to future
directions in the area of replication studies.
Author (2009).
Ammar, A., & Spada, N. (2006). One size fits all?: Recasts, prompts, and L2
learning. SSLA, 28, 543-574.
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused
instruction. SSLA, 26, 399-432.
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Replication in task-based language teaching (TBLT) research
This presentation calls for the replication of Kim (2012) and Shintani (2012),
highly-cited studies investigating the effectiveness of TBLT in promoting L2
development. Kim studied the impact of manipulating task variables on
interaction-driven L2 learning opportunities and development; Shintani studied
the potential of input-based tasks to promote interaction and L2 development.
Unlike most existing TBLT research, besides performance, both studies
investigated development and were conducted in classroom rather than
laboratory contexts. In doing so, Kim made a significant contribution to the large
body of research examining output-based tasks, whereas Shintani moved the field
forward by investigating input-based tasks, an area which is less explored.
Additionally, both are well designed pieces of research, with accessible research
instruments and clear descriptions of the data collection and analytical
procedures, making replication feasible.
Kim, Y. (2012). Task complexity, learning opportunities and Korean EFL learners’
question development. SSLA 34.4, 627–658.
The findings of these interaction and corrective feedback studies have had
substantial impact on subsequent interactionist research. The prominence of
these studies is evidenced by the fact that each has roughly 800 citations
according to Google Scholar (1088, 981, and 799 respectively). Every study has
methodological strengths and weaknesses, and this presentation will explore how
a close replication might rectify some of these studies’ weaknesses. For example,
a small sample size (i.e., a range of between only 7 and 12 participants per group)
is a considerable threat to the internal validity of each of these studies.
Additionally, each study was conducted within a specific context and examined a
limited number of variables. Partial replication that increases the sample size and
extends the research contexts and research variables (as suggested below) would
provide important information about the robustness and generalizability of each
studies’ results. For instance, partial replications should investigate different:
types of research contexts (other than ESL in private schools, or Italian as
a foreign language in a university),
types of learners (e.g., proficiency, age, first language),
target languages (other than English and Italian),
target language features (other than English question forms and regular
past tense).
measures of second language development
By altering key components of these studies, we can have a better understanding
of the effects of interaction and corrective feedback.
Ellis, R., S. Loewen & R. Erlam (2006). Implicit and explicit corrective
feedback and the acquisition of L2 grammar. SSLA 28.3, 339–368.