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Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension.

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Title: Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension.
Authors: Morgan‐Short, Kara1,2,3 karams@uic.edu, Marsden, Emma2,3,4, Heil, Jeanne2,5, Issa II, Bernard I.6, Leow, Ronald P.7, Mikhaylova, Anna8, Mikołajczak, Sylwia9, Moreno, Nina10, Slabakova, Roumyana11,12, Szudarski, Paweł13
Source: Language Learning. Jun2018, Vol. 68 Issue 2, p392-437. 46p. 8 Charts, 1 Graph.
Subject Terms: *Second language acquisition, *Listening comprehension, *Reading comprehension, *Experimental design, *Education, Replication (Experimental design)
Abstract: Abstract: We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in that no effects on comprehension were detected in analyses conducted over all sites. However, further investigation is warranted due to site‐specific effects and methodological limitations. We found all aspects of the multisite registered replication approach to be useful although the registration component itself appeared to be an especially feasible and valuable first step toward increasing the robustness and generalizability of findings in our field. [ABSTRACT FROM AUTHOR]
Copyright of Language Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension.
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  Data: <searchLink fieldCode="AR" term="%22Morgan‐Short%2C+Kara%22">Morgan‐Short, Kara</searchLink><relatesTo>1,2,3</relatesTo><i> karams@uic.edu</i><br /><searchLink fieldCode="AR" term="%22Marsden%2C+Emma%22">Marsden, Emma</searchLink><relatesTo>2,3,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Heil%2C+Jeanne%22">Heil, Jeanne</searchLink><relatesTo>2,5</relatesTo><br /><searchLink fieldCode="AR" term="%22Issa+II%2C+Bernard+I%2E%22">Issa II, Bernard I.</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Leow%2C+Ronald+P%2E%22">Leow, Ronald P.</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Mikhaylova%2C+Anna%22">Mikhaylova, Anna</searchLink><relatesTo>8</relatesTo><br /><searchLink fieldCode="AR" term="%22Mikołajczak%2C+Sylwia%22">Mikołajczak, Sylwia</searchLink><relatesTo>9</relatesTo><br /><searchLink fieldCode="AR" term="%22Moreno%2C+Nina%22">Moreno, Nina</searchLink><relatesTo>10</relatesTo><br /><searchLink fieldCode="AR" term="%22Slabakova%2C+Roumyana%22">Slabakova, Roumyana</searchLink><relatesTo>11,12</relatesTo><br /><searchLink fieldCode="AR" term="%22Szudarski%2C+Paweł%22">Szudarski, Paweł</searchLink><relatesTo>13</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language+Learning%22">Language Learning</searchLink>. Jun2018, Vol. 68 Issue 2, p392-437. 46p. 8 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Replication+%28Experimental+design%29%22">Replication (Experimental design)</searchLink>
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  Data: Abstract: We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in that no effects on comprehension were detected in analyses conducted over all sites. However, further investigation is warranted due to site‐specific effects and methodological limitations. We found all aspects of the multisite registered replication approach to be useful although the registration component itself appeared to be an especially feasible and valuable first step toward increasing the robustness and generalizability of findings in our field. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/lang.12292
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      – SubjectFull: Listening comprehension
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      – SubjectFull: Reading comprehension
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              Text: Jun2018
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