2) Literature search

3) Both quantitative and qualitative data analysis

4) young learners

5) mixed method ( observation+ a test ; qualitative and quantitative )

6)

7) What is the effectiveness of computer-mediated communication in facilitating Chinese language learning among foreign language learners?

This is a meta-analytic study.

Data Collection Methods:

The researchers found relevant studies by searching databases such as Google Scholar and Linguistics and Language Behavior Abstracts. All relevant studies were reviewed, and twenty-two studies were finally selected for coding.

Data Analysis Methods: All the data were analyzed, and results were interpreted. The analysis considered variables such as learner proficiency, text features, and gloss language.

Number of Participants: The information about the number of participants is not explicitly mentioned in the summary. The study is based on a meta-analysis of 22 studies, but the number of participants in each individual study is not provided.

Research Questions: How does multimodal glossing effect in L2 vocabulary acquisition.

NETHMI PREMAKUMARA

KAVEESHA DEVINDI

HANSI ARUPPOLA

3) By calculating the size of effect, the data was analyzed.

4)

5)

6)

7)What are the synthesis and meta- analysis of relations between morphological awareness and second language reading development in L2 learners.

Group members - Oshara , Kavya, Duasha, Dewmi

2. Observation and ethnography

3.qualitative data method

4. Specific number of participants are not mentioned but 16 studies were there.

5.only qualitative data is used

6.Similarities include a focus on sleep effects on vocabulary learning, while differences may arise in participant age, measurement methods, and variables considered.

7.what are positive and negative the effects of sleep on early vocabulary learning in participants under three years of age in Colombo District in Sri Lanka ?

Group Members

• Sayumi Dissanayake

• Rashali Illeperuma

• W A G Ransiluni

2)Data Collection Methods: The researchers conducted a comprehensive search across seven data sources to identify relevant studies. They employed a pre-specified criteria to screen and select studies. In total, 2,942 records were identified, and 29 studies were included for analysis.

3) Data Analysis Methods: The researchers used both narrative and statistical analyses to summarize the findings of the included studies. They compiled and analyzed the statistical results reported in the studies to estimate the overall impact of metacognitive interventions. The reported results were also analyzed by themes to identify the benefits and challenges of metacognitive instruction in EFL contexts.

4) Number of Participants: The information about the total number of participants is not explicitly provided.

5)Mixed-Method Design: - no

6) Similarities/Differences: - no

7) Research Questions:

What is the effectiveness of metacognitive instruction in improving the English proficiency of EFL learners in tertiary contexts?

• How does explicit instruction impact the effectiveness of metacognitive interventions in EFL learning?

• What role does instructional sequencing play in the success of metacognitive interventions in tertiary EFL contexts?

• In what ways does the application of metacognitive skills contribute to the improvement of English proficiency in tertiary EFL learners?

questionnaires

The study involveda systematic description and evaluation of the quality of studies and questionnaires.

Number of participants: The research involved a total of 58,438 participants across 104 articles.

How can researchers enhance the validity and reliability of self-report questionnaires measuring second language (L2) anxiety and motivation

Sapni

Kavindi

Santhushya

Linali, Megana, Pasindu, Nuwangi