• Test-Practice Effects in L2 Grammar Instruction Research: A Pilot Meta-Analysis

    Author(s):
    SLS Working Papers (view group) , Ryo Maie
    Editor(s):
    Brittany Finch, Robert Randez, Aysen Tuzcu
    Date:
    2022
    Group(s):
    SLS Working Papers
    Subject(s):
    Second language acquisition, Applied linguistics
    Item Type:
    Online publication
    Tag(s):
    testing learning effects, instructional efficacy, L2 instruction, meta-analysis
    Permanent URL:
    https://doi.org/10.17613/naqj-0w32
    Abstract:
    One experimental phenomenon that can cause a threat to the internal validity of L2 teaching research is test-practice effects: the extent to which L2 learners improve by taking the same or similar tests for multiple occasions (e.g., at a pretest and posttests). This article reports a pilot meta-analysis within a larger study that investigated test-practice effects in L2 grammar instruction research. Specifically, I focused on how the test-only control group (i.e., participants who only receive tests without instructional treatments) generally improve from the pretest to the immediate posttest and the delayed posttest. I retrieved and coded 21 primary studies of L2 grammar instruction research, which included 23 independent samples contributing 100 effect sizes in the form of Cohen’s d. Using multilevel random-effects models, I estimated the overall population estimate of the effect sizes and investigated whether two moderator variables, the mode of language use (comprehension or production) and the type of outcome measures (explicit or implicit measures), changed the size of the test-practice effects. Results showed that test-practice effects indeed exist in L2 grammar instruction research, and their sizes lie between small and medium effects (d = 0.116−0.315). The effects also became more prominent when the test drew upon comprehension skills (d = 0.179−0.466) or used implicit measures of L2 knowledge (d = 0.173−0.597).
    Metadata:
    Published as:
    Online publication    
    Status:
    Published
    Last Updated:
    4 months ago
    License:
    Attribution
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