Virtual Session Room 1 Symposium
August 17, 2021 02:30 PM - August 17, 2022 06:00 PM(Europe/Amsterdam)
20210817T1430 20210817T1800 Europe/Amsterdam S026 | Convenient samples and inconvenient truths in second language learning and teaching

An important lesson in behavioural research methodology is that generalization rests on randomly drawn samples from the target population. In practice, however, participants are drawn primarily from WEIRD samples, that is, Western, Educated, Industrialized, Rich, and Democratic groups (Henrich, Heine, & Norenzayan, 2010). Convenience sampling and an overreliance on WEIRD samples is also prevalent in the field of SLA. Plonsky (2016) estimated that 67 percent of all samples consisted of college or university students. This is cause for concern as it may lead to biased or incomplete knowledge of second language learning and teaching (Tarone and Bigelow, 2010). Replication in non-WEIRD samples is desperately needed. Marsden et al. (2018) have shown research is seldom replicated, let alone in non-WEIRD contexts. This raises concerns about the generalizability and reproducibility of SLA findings. What do we really know about second language acquisition and teaching if we test WEIRD participants only and do not engage in replication? This is the central question in this colloquium, with Marsden and Plonsky as featured speakers. We are inviting submissions, replications or otherwise, that shed light on the possible consequences of this state of affairs for the quality of our knowledge of second language learning and teaching.

Room 1 AILA 2021 aila2021@gcb.nl
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An important lesson in behavioural research methodology is that generalization rests on randomly drawn samples from the target population. In practice, however, participants are drawn primarily from WEIRD samples, that is, Western, Educated, Industrialized, Rich, and Democratic groups (Henrich, Heine, & Norenzayan, 2010). Convenience sampling and an overreliance on WEIRD samples is also prevalent in the field of SLA. Plonsky (2016) estimated that 67 percent of all samples consisted of college or university students. This is cause for concern as it may lead to biased or incomplete knowledge of second language learning and teaching (Tarone and Bigelow, 2010). Replication in non-WEIRD samples is desperately needed. Marsden et al. (2018) have shown research is seldom replicated, let alone in non-WEIRD contexts. This raises concerns about the generalizability and reproducibility of SLA findings. What do we really know about second language acquisition and teaching if we test WEIRD participants only and do not engage in replication? This is the central question in this colloquium, with Marsden and Plonsky as featured speakers. We are inviting submissions, replications or otherwise, that shed light on the possible consequences of this state of affairs for the quality of our knowledge of second language learning and teaching.

On replicability, reproducibility and study quality: What open science could bringView Abstract Watch Recording 0
FeaturedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC
This talk illustrates concerns about the replicability and reproducibility of applied linguistics research, with data from methodological syntheses documenting our reporting, transparency, and sampling practices. It will then outline steps we can take to improve the situation, including Registered Reports, makings materials and data available, and working across multiple sites.
Presenters Emma Marsden
University Of York
Plurilingual Mediation – Sampling Data or not?View Abstract Watch Recording 0
Featured 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC
In this talk, Leung will discuss the concept and operationalization of plurilingualism and plurilingual mediation in the CEFR-CV (2020) and how this aligns to relevant data.
Presenters
CL
Constant Leung
King’s College London
Carrying out studies with low literate adult learners of French Lx: challenges and benefitsView Abstract Watch Recording 0
FocusedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC
When conducting two partial replication and a larger scale needs assessment studies with students with limited or interrupted formal education (SLIFE), challenges were met at every step, from the informed consent procedures to data analysis. We will discuss these challenges as well as the benefits from working with non-WEIRD populations.
Presenters Suzie Beaulieu
Laval University
Co-authors Véronique Fortier
University Of Québec Montréal
Language and literacy acquisition of low literate adult newcomers: towards a demand-oriented and project-based approachView Abstract Watch Recording 0
Focused 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC
For low literate newcomers, traditional L2 courses are often long and unrewarding. Using the Service Design methodology, we designed an innovative demand-oriented, project-based approach outside the traditional classroom in which learners can perform real-life tasks matching their needs and in which literacy, language and labour market skills are being developed.
Presenters Liesbeth DePaepe
CTO (KU Leuven)
Mariet Schiepers
Director, Centrum Voor Taal En Onderwijs
Using meta-analyses to uncover inconvenient truths in L2 learning and teaching – Effects of intralingual subtitles on L2 listening comprehensionView Abstract Watch Recording 0
FocusedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC
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.
Presenters Urška Grum
University Of Potsdam
A cognitive perspective on L2 listeners’ difficulties: a replication of Goh (2000)View Abstract Watch Recording 0
StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC
In a well-known study of adult ESL learners, Goh (2000) found that most L2 listening problems were related to the ‘perception’ stage of the process. With a different population – UK lower-intermediate school children learning French and Spanish – the findings of a pilot replication study showed both similarities and differences.
Presenters Kedi Simpson
PhD Candidate; Solidarity Awardee, University Of Oxford
Unknown vocabulary density, reading comprehension, and the 98% coverage figure: Replicating Hu & Nation 2000View Abstract Watch Recording 0
StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC
This paper presents a replication of Hu and Nation’s (2000) influential study on the 98% vocabulary coverage threshold for reading comprehension. Using a non-academic sample population, it will follow the original study design and also expand it to provide more robust insights into the validity of the 98% coverage threshold.
Presenters Benjamin Kremmel
University Of Innsbruck
Co-authors
BI
Bimali Indrarathne
University Of York
Judit Kormos
Lancaster University
Shungo Suzuki
Lancaster University
Engagement, Social Networks, and Sociolinguistic Performance: Informal Quebec French in Adult Immigrant LearnersView Abstract
StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC
L2 sociolinguistic development is associated with high engagement and large social networks, but this is largely based on research on university students. This study illustrates that older immigrant learners have different means of engaging with the L2 and can overcome social network limitations to support their own sociolinguistic development.
Presenters
JR
June Ruivivar
Concordia University
The interplay of text and image on the meaning-making processes of adult L2 learners with emerging literacy: Implications for test design and evaluation frameworksView Abstract Watch Recording 0
Standard 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC
This research explores how refugee-background adult L2 learners with emerging literacy make meaning from multimodal assessment texts used in an English as a Second Language/English literacy program. The study investigates meaning-making from a social semiotic and multimodal design perspective, and reflects on the dialogic nature of meaning-making in assessment texts. Implications for test design and evaluation frameworks are revealed through this research concerning a non-WEIRD sample.
Presenters Jenna Altherr Flores
Teaching Assistant Professor, University Of Nevada, Reno
Laval University
University of York
King’s College London
CTO (KU Leuven)
University of Potsdam
+ 8 more speakers. View All
Ghent University
 Aline Godfroid
Michigan State University
 Sible Andringa
University of Amsterdam
 Mohamed Salama
PhD Student (Moderator)
,
University of Groningen
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On replicability, reproducibility and study qua...
Submitted by Emma Marsden 0
Plurilingual Mediation – Sampling Data or not?
Submitted by Constant Leung 0
Carrying out studies with low literate adult le...
Submitted by Suzie Beaulieu 0
Language and literacy acquisition of low litera...
Submitted by Liesbeth DePaepe 0
Using meta-analyses to uncover inconvenient tru...
Submitted by Urška Grum 0
A cognitive perspective on L2 listeners’ diff...
Submitted by Kedi Simpson 0 Download Presentation Submitted by Kedi Simpson 0 Download Presentation Submitted by Kedi Simpson 0
Unknown vocabulary density, reading comprehensi...
Submitted by Benjamin Kremmel 0
The interplay of text and image on the meaning-...
Submitted by Jenna Altherr Flores 0
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