Using the findings of a meta-analysis, this presentation exemplifies how sample characteristics impact study outcomes. Findings of subgroup analyses regarding various learner variables will be presented and discussed, highlighting the substantially different outcomes for WEIRD, i.e. Western, Educated, Industrialized, Rich, and Democratic (Henrich et al., 2010), and non-WEIRD study participants.
This presentation will address the following questions: (1) What do we really know about second language learning and teaching if we only sample WEIRD participants? And (2) What are the practical consequences for second language learning and teaching when relying on these WEIRDly biased samples?
Using a convenience sample from the field, namely that of a meta-analysis (k = 66) on the effects of captions (intralingual subtitles) on L2 listening comprehension (LC), this presentation exemplifies the impact varying sample characteristics can have on study outcomes.
Findings of various subgroup analyses regarding study participant variables will be presented and discussed, highlighting the substantially different outcomes for WEIRD, i.e. Western, Educated, Industrialized, Rich, and Democratic (Henrich, Heine, & Norenzayan, 2010), and partially non-WEIRD second language learner groups.
