This meta-analysis offers a snapshot of thirty-five years (1980–2015) of research on instructed second language acquisition (ISLA). Fifty-four empirical studies involving a total of 5,051 second language learners – sampled from six applied linguistics journals, Applied Linguistics, Language Learning, Language Teaching Research, The Modern Language Journal, Studies in Second Language Acquisition, and TESOL Quarterly – were aggregated for the effects of second language (L2) instruction, yielding an overall large effect size, g = 1.06, 95 % CI = 0.84−1.29. Data were further analysed to identify factors that can modulate the efficacy of instruction. While a minor difference was detected between explicit and implicit instruction, statistically significant effects were found for modes of outcome measures, learners’ onset L2 proficiency, research settings, and intensity of instruction.
Using culturally appropriate, trauma-informed support to promote bicultural self-efficacy among resettled refugees: A conceptual model
Resettled refugees face pressure to integrate successfully into the culture of their resettlement country within a relatively short period of time. Though successful integration is important, research has shown that ethnic identity and participation in the ethnic culture of origin play a key role in supporting the mental health of resettled refugees. This paper presents…