Radboud Repository

      View Item 
      •   Radboud Repository
      • Collections Radboud University
      • Datasets
      • View Item
      •   Radboud Repository
      • Collections Radboud University
      • Datasets
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.
      BrowseAll of RepositoryCollectionsDepartmentsDate IssuedAuthorsTitlesDocument typeThis CollectionDepartmentsDate IssuedAuthorsTitlesDocument type
      StatisticsView Item Statistics

      A Meta-Analysis and Meta-Regression of Incidental Second Language Word Learning from Spoken Input

      Find Full text
      Creators
      Vos, J.F. de
      Schriefers, H.J.
      Lemhöfer, K.M.
      Date of Archiving
      2018
      Archive
      Radboud Data Repository
      Data archive handle
      https://hdl.handle.net/11633/di.dcc.DSC_2017.00029_001
      Publication type
      Dataset
      Access level
      Restricted access
      Please use this identifier to cite or link to this item: https://hdl.handle.net/2066/203784   https://hdl.handle.net/2066/203784
      Display more detailsDisplay less details
      Organization
      SW OZ DCC PL
      Audience(s)
      Life sciences
      Languages used
      English
      Key words
      Incidental learning; Second language acquisition; Meta-analysis; Word learning; Meta-regression
      Abstract
      We meta-analysed the effectiveness of incidental second language (L2) word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning-focused word learning activities, with altogether 1,964 healthy participants. The random-effects meta-analysis yielded an average effect size of g = 1.05, reflecting generally large vocabulary gains from spoken input in meaning-focused tasks. In addition, a meta-regression with three substantive and two methodological predictors revealed that adult learners outperform children in terms of word learning, and that interactive learning tasks are more efficient than non-interactive ones. Furthermore, learning scores are higher when measured with recognition than with recall tests. Methodologically, the use of a no-input control group seems to protect against an overestimation of learning effects, as was visible in smaller effect sizes. Finally, whether or not a pre-post design was used did not influence effect sizes. All data, and the analysis script, are publicly available.
      This item appears in the following Collection(s)
      • Datasets [1393]
      • Faculty of Social Sciences [28417]
       
      •  Upload Full Text
      •  Terms of Use
      •  Notice and Takedown
      Bookmark and Share
      Admin login