scholarly journals Is it reliable and valid if it is not replicable? On the importance of replicability in quantitative research

2020 ◽  
pp. 33-38
Author(s):  
Loreta Vilkienė ◽  
Laura Vilkaitė-Lozdienė ◽  
Rita Juknevičienė ◽  
Justina Bružaitė-Liseckienė ◽  
Kinga Geben ◽  
...  
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Original Research ◽  
Developmental Studies ◽  
Reading Group ◽  
Learning And Teaching ◽  
Replication Studies ◽  
Replication Research ◽  
Vilnius University ◽  
Access Data

The idea of this paper arose in a reading group of several colleagues at the Faculty of Philology of Vilnius University after a discussion of a review article published by the editors of Language Teaching. Titled ‘Replication studies in language learning and teaching’ (2008), the paper focuses on replication studies and argues that they should be promoted and valued no less than original research. The participants of the reading group agreed that replication studies, understood here primarily as replications of quantitative research, are indeed an important issue that could be of interest to the broader community of applied linguists in Lithuania. The present paper argues that attempts to replicate earlier studies, which are very scarce or non-existent in Lithuania, deserve more attention both from novice and mature researchers. Replications are particularly valuable in developmental studies where replicating a study over a period of time allows the researcher to obtain data for continued analysis. Furthermore, a replication of a published study that deals with data collected in one country offers an opportunity to verify its findings in a different context and this way consolidates our understanding of phenomena under study. Finally, replication is an invaluable learning method to a novice linguist, be it a senior undergraduate or postgraduate student. Thus the authors of this paper would like to promote the idea of replication research in our community as well as encourage everyone interested make use of the increasingly growing amount of open access data available on the internet.

language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. i-i ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Educational Practice ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Replication Research ◽  
Timely Response ◽  
New Research ◽  
Teaching Learning

Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

scholarly journals Q methodology for post-social-turn research in SLA

2014 ◽  
Vol 4 (1) ◽  
pp. 13-32 ◽  
Author(s):  
Kay Irie
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Q Methodology ◽  
Cognitive Approach ◽  
Quantitative Research Methods ◽  
Learning And Teaching ◽  
Research And Teaching ◽  
Wide Range ◽  
Holistic Understanding ◽  
Unique Approach

Q methodology, an approach to inquiry on the subjective views about a complex phenomenon/issue which has been increasingly employed in a wide range of social science fields has not yet been applied in language learning and teaching research. It is a unique approach that has characteristics of both qualitative and quantitative research methods. The purpose of the present paper is to introduce Q methodology as an alternative approach and demonstrate its potential to respond to the needs of the field that has been expanding in its epistemological diversity since the social turn (Block, 2003; Ortega, 2012). The relevance of the methodology for SLA research will be discussed with a particular focus on the parallels between the development of the methodology in the 1930s and current criticisms towards the traditional cognitive approach in SLA. Using a published study (Irie & Ryan, 2014), the author explains how the focus on the holistic understanding of subjectivity is built into the procedure. Suggestions for possible areas of research and teaching in which Q methodology could be applied are discussed.

scholarly journals THE EFFECTIVENESS OF COOPERATIVE LANGUAGE LEARNING IN TEACHING VOCABULARY

2016 ◽  
Vol 5 (2) ◽  
pp. 269-281
Author(s):  
Wahyu Trimastuti
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Initial Step ◽  
Traditional Learning ◽  
Learning Method ◽  
Learning And Teaching ◽  
Engineering Teams ◽  
Language Teaching And Learning

This study aims to determine whether the Cooperative Language Teaching and Learning method is more effective than the traditional learning to teach vocabulary. This is an experimental quantitative research. The population for this study is freshmen majoring in management. The use of Cooperative Language Teaching and Learning method through engineering teams-games-tournament (TGT) in the English vocabulary learning is considered to be effective, creative, and fun to increase the students’ motivation to learn and to improve their vocabulary mastery. The findings showed that the Cooperative Language Teaching and Learning is an effective method to teach vocabulary. It is, thus, recommended that (1) the Cooperative Language Learning and Teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research.

scholarly journals Investigating explicit and implicit L2 knowledge and learning: Replications of Erlam (2005) and Roehr-Brackin and Tellier (2019)

2020 ◽  
pp. 1-13
Author(s):  
Karen Roehr-Brackin
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Explicit Instruction ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Replication Studies ◽  
Instructed Second Language Acquisition ◽  
Learner Differences ◽  
Explicit And Implicit Knowledge ◽  
Levelling Effect

Abstract This paper makes the case for close and approximate replications of Erlam (2005) and a conceptual replication of Roehr-Brackin and Tellier (2019). The two studies recommended for replication are informed by research on explicit and implicit knowledge, learning and teaching. They are ecologically valid classroom studies with either adolescent or child learners as participants and thus investigated as yet relatively under-represented populations in the field of instructed second language acquisition (SLA). Erlam (2005) identified a levelling effect of a particular method of explicit instruction, while Roehr-Brackin and Tellier (2019) showed that language-analytic ability has a role to play even in younger children's language learning. The researchers’ approaches duly reflect the need to take into account cognitive individual learner differences when working in intact classrooms. As the findings of each of the original studies have potentially profound implications for theory and practice in the field, replication is deemed both timely and desirable. In order to facilitate this endeavour, the key features of the original studies are summarised, and specific proposals on the methodological characteristics of suitable replication studies are put forward.

RESEARCH METHODS FOR ENGLISH LANGUAGE TEACHERS.Jo McDonough and Steven McDonough. London: Arnold, 1997. Pp. vii + 262. $19.95 paper.

2001 ◽  
Vol 23 (1) ◽  
pp. 125-126
Author(s):  
John Hedgcock
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Language Learning ◽  
Research Methods ◽  
Quantitative Research ◽  
English Language ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Qualitative And Quantitative ◽  
English Language Teachers

Aimed at pre- and in-service ELT professionals, Research methods for English language teachers introduces basic premises of research in language learning and teaching. The authors approach qualitative and quantitative research from a reflective perspective, emphasizing techniques that guide and shape action research. The book presents an effective, reader-friendly survey of theoretical principles, data collection processes, and analytic procedures.

scholarly journals Replication research in pedagogical approaches to formulaic sequences: Jones & Haywood (2004) and Alali & Schmitt (2012)

2015 ◽  
Vol 51 (1) ◽  
pp. 113-123 ◽  
Author(s):  
Averil Coxhead
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Teaching Methodology ◽  
Formulaic Sequences ◽  
Replication Studies ◽  
Foreign Language Learners ◽  
Replication Research

Research into the formulaic nature of language has grown in size and scale in the last 20 years or more, much of it based in corpus studies and involving the identification and categorisation of formulas. Research suggests that there are benefits for second and foreign language learners recognising formulaic sequences when listening and reading, and using them in speaking and writing. Very few studies, however, actually focus on formulaic sequences and teaching methodology and materials design in second and foreign language learning. This paper presents a brief background to researching, teaching and learning formulaic sequences, and considers the case for replication research in this area. The third part focuses on two original studies (Jones & Hayward 2004; Alali & Schmitt 2012) and makes suggestions for possible replication studies.

scholarly journals Introduction

2015 ◽  
pp. 1-4
Author(s):  
Inesa Šeškauskienė ◽  
Meilutė Ramonienė
Keyword(s):  
United States ◽  
Language Learning ◽  
United States Of America ◽  
Applied Linguistics ◽  
The United States ◽  
Special Issue ◽  
The Czech Republic ◽  
Learning And Teaching ◽  
Language Planning And Policy ◽  
Vilnius University

This special issue of the journal Taikomoji kalbotyra/Applied Linguistics includes papers written on the basis of the presentations given at the International Applied Linguistics Conference Languages and People: Space, Time, Identity held in Vilnius University October 3-4, 2013. The Conference was organized by the Department of Lithuanian Studies of Vilnius University and the Lithuanian Association of Applied Linguistics (LITAKA). The total number of the Conference participants amounted to 60; they came from 12 countries: Australia, the Czech Republic, Estonia, France, Hong Kong, Italy, Latvia, Lithuania, Poland, Russia, United Kingdom and the United States of America. The plenary speakers of the Conference, world-known linguists Antonella Sorace (UK), Joseph Lo Bianco (Australia) and Mark Davies (USA), gave very impressive presentations on bilingualism and language acquisition, language planning and policy, language corpora as a powerful tool in language learning and teaching.

Holding replication studies to mainstream standards of evidence

2018 ◽  
Vol 41 ◽  
Author(s):  
Duane T. Wegener ◽  
Leandre R. Fabrigar
Keyword(s):  
Replication Studies ◽  
Replication Research ◽  
Standards Of Evidence ◽  
Do So

AbstractReplications can make theoretical contributions, but are unlikely to do so if their findings are open to multiple interpretations (especially violations of psychometric invariance). Thus, just as studies demonstrating novel effects are often expected to empirically evaluate competing explanations, replications should be held to similar standards. Unfortunately, this is rarely done, thereby undermining the value of replication research.

Scientific progress is like doing a puzzle, not building a wall

2018 ◽  
Vol 41 ◽  
Author(s):  
Alexa M. Tullett ◽  
Simine Vazire
Keyword(s):  
Scientific Progress ◽  
Original Research ◽  
Jigsaw Puzzle ◽  
Replication Research

AbstractWe contest the “building a wall” analogy of scientific progress. We argue that this analogy unfairly privileges original research (which is perceived as laying bricks and, therefore, constructive) over replication research (which is perceived as testing and removing bricks and, therefore, destructive). We propose an alternative analogy for scientific progress: solving a jigsaw puzzle.

Sign in / Sign up

Export Citation Format

Share Document