Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research

Plonsky, Luke; Gass, Susan

doi:10.1111/j.1467-9922.2011.00640.x

Cited by 267Educational Research and MethodsEFL/ESL Teaching and LearningMeta-analysis and systematic reviews

Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research

Plonsky, Luke, Gass, Susan·2011·Language Learning

DOI 10.1111/j.1467-9922.2011.00640.x

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Abstract

This article constitutes the first empirical assessment of methodological quality in second language acquisition (SLA). We surveyed a corpus of 174 studies (N = 7,951) within the tradition of research on second‐language interaction, one of the longest and most influential traditions of inquiry in SLA. Each report was coded for methodological features, statistical analyses, and reporting practices associated with research quality, and the resulting data were examined both cumulatively and over time. The findings indicate not only strengths and weaknesses but a possible relationship between study quality and outcomes; improvements over time and methodological trends are also noted. In addition to providing direction for future research and research practices, the study's findings are discussed and contextualized within the research culture of SLA.

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In order to ensure the validity and reliability of interactionist research, it is important to consider the methodological choices that are made (Plonsky & Gass 2011).
“In order to ensure the validity and reliability of interactionist research, it is important to consider the methodological choices that are made (Plonsky & Gass 2011).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Plonsky & Gass 2011
Many previous studies have methodological shortcomings.
“particularly given the methodological shortcomings of many previous studies (Plonsky & Gass 2011).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Plonsky & Gass 2011

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Authors: Plonsky, L., & Gass, S.
Affiliations: Michigan State University (US)
Corresponding author: Plonsky, Luke
ORCID: Plonsky, Luke
Gass, Susan
Venue: Language Learning
Publisher: Wiley
Published: 2011-03-28
Volume: 61
Issue: 2
Pages: 325-366
ISSN: 0023-8333 (ISSN-L)
1467-9922
DOI: 10.1111/j.1467-9922.2011.00640.x
OpenAlex: W2171052005
Cited by: 267
References: 123
Citations by year: 2026: 9 · 2025: 19 · 2024: 16 · 2023: 22 · 2022: 10 · 2021: 20 · 2020: 35 · 2019: 41 · 2018: 22 · 2017: 12 · 2016: 17 · 2015: 17 · 2014: 12 · 2013: 9 · 2012: 3
FWCI: 41.55
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Language Learning (publishedVersion)
UCL Discovery (University College London) (submittedVersion)
Topics: Social Sciences › Education › Educational Research and Methods
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Decision Sciences › Statistics, Probability and Uncertainty › Meta-analysis and systematic reviews
Keywords: second language interaction, methodological quality, research quality, quantitative methods, reporting practices, statistical analysis, research trends over time, research culture, second language acquisition

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Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research

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