Multisite replication in second language acquisition research: Attention to form during listening and reading comprehension

TY - JOUR

T1 - Multisite replication in second language acquisition research

T2 - Attention to form during listening and reading comprehension

AU - Morgan-Short, Kara

AU - Marsden, Emma Josephine

AU - Heil, Jeanne

AU - Issa II, Bernard I.

AU - Leow, Ronald P.

AU - Mikhaylova, Anna

AU - Mikolajczak, Sylwia

AU - Moreno, Nina

AU - Slabakova, Roumyana

AU - Szudarski, Pawel

N1 - © 2017, The Authors. CONTRIBUTING AUTHORS. Bernard I. Issa II, University of Tennessee; AnnaMikhaylova, University of Queensland; Sylwia Mikołajczak, University of AdamMickiewicz in Poznań; Nina Moreno, University of South Carolina; Ronald P.Leow, Georgetown University; Roumyana Slabakova, University of Southampton; PawełSzudarski, University of Nottingham

PY - 2018/5/24

Y1 - 2018/5/24

N2 - We conducted a multi-site replication study with aspects of pre-registration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension (VanPatten, 1990; Leow, Hsieh, & Moreno, 2008). Our results are consistent with findings from the specific paradigm that we replicated (i.e., Leow et al., 2008) in that no effects were detected in analyses conducted over all sites. However, further investigation is warranted due to site-specific effects and methodological limitations. We found all aspects of the multi-site registered replication approach to be useful, although the registration mechanism itself appears to be a more feasible and useful first step in order to increase the robustness and generalizability of findings in our field. 

AB - We conducted a multi-site replication study with aspects of pre-registration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension (VanPatten, 1990; Leow, Hsieh, & Moreno, 2008). Our results are consistent with findings from the specific paradigm that we replicated (i.e., Leow et al., 2008) in that no effects were detected in analyses conducted over all sites. However, further investigation is warranted due to site-specific effects and methodological limitations. We found all aspects of the multi-site registered replication approach to be useful, although the registration mechanism itself appears to be a more feasible and useful first step in order to increase the robustness and generalizability of findings in our field. 

KW - attention

KW - multisite study

KW - preregistration

KW - replication

KW - second language acquisition

UR - http://www.scopus.com/inward/record.url?scp=85048048760&partnerID=8YFLogxK

U2 - 10.1111/lang.12292

DO - 10.1111/lang.12292

M3 - Article

SN - 0023-8333

VL - 68

SP - 392

EP - 437

JO - Language Learning

JF - Language Learning

IS - 2

ER -