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 language | English (US) |
|---|---|
| Pages (from-to) | 993-1038 |
| Number of pages | 46 |
| Journal | Language Learning |
| Volume | 61 |
| Issue number | 4 |
| DOIs | |
| State | Published - Dec 2011 |
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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 journal › Article
}
TY - JOUR
T1 - The effectiveness of second language strategy instruction
T2 - A meta-analysis
AU - Plonsky, Luke D
PY - 2011/12
Y1 - 2011/12
N2 - 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.
AB - 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.
KW - Language learning strategies
KW - Meta-analysis
KW - Second language acquisition
KW - Strategy instruction
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U2 - 10.1111/j.1467-9922.2011.00663.x
DO - 10.1111/j.1467-9922.2011.00663.x
M3 - Article
VL - 61
SP - 993
EP - 1038
JO - Language Learning
JF - Language Learning
SN - 0023-8333
IS - 4
ER -