The effectiveness of second language strategy instruction

A meta-analysis

Research output: Contribution to journalArticle

102 Citations (Scopus)

Abstract

Research on the effects of second language strategy instruction (SI) has been extensive yet inconclusive. This meta-analysis, therefore, aims to provide a reliable, quantitative measure of the effect of SI as well as a description of the relationship between SI and the variables that moderate its effectiveness (i.e., different learning contexts, treatments, and outcome variables). A comprehensive search was conducted to collect the population of SI studies. Effect sizes were calculated for 61 primary studies, contributing a total of 95 unique samples, all of which were coded for potential moderators. The findings indicate a small to medium overall effect of SI (d= 0.49). Variables found to moderate its effectiveness include type and number of strategies, learning context (second vs. foreign language), and length of intervention. Following a contextualized interpretation of the results, the article concludes with a discussion of theoretical, practical, and methodological implications.

Original languageEnglish (US)
Pages (from-to)993-1038
Number of pages46
JournalLanguage Learning
Volume61
Issue number4
DOIs
StatePublished - Dec 2011

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instruction
language
moderator
learning strategy
foreign language
Meta-analysis
Strategy Instruction
Language
interpretation
learning

Keywords

  • Language learning strategies
  • Meta-analysis
  • Second language acquisition
  • Strategy instruction

ASJC Scopus subject areas

  • Linguistics and Language
  • Education
  • Language and Linguistics

Cite this

The effectiveness of second language strategy instruction : A meta-analysis. / Plonsky, Luke D.

In: Language Learning, Vol. 61, No. 4, 12.2011, p. 993-1038.

Research output: Contribution to journalArticle

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