九州大学 研究者情報
発表一覧
VITTA JOSEPH PAUL(ヴィタ ジョセフ ポール) データ更新日:2021.06.16

准教授 /  言語文化研究院 言語環境学部門


学会発表等
1. Joseph P. Vitta, Christopher Nickline, A Study Design Checklist for Practitioners to Evaluate Vocabulary Research, TESOL International , 2021.03.
2. Joseph P. Vitta, Christopher Nicklin, Improving L2 instructed vocabulary experimental designs’ samples: A methodological synthesis with recommendations, American Association for Applied Linguistics (AAAL), 2021.03, In this presentation, we will present the results of a methodological synthesis investigating the state of second language instructed vocabulary (L2 IV) research sampling procedures. A sample of 82 (quasi-)experimental IV reports were systematically collected from five SSCI journals and then synthesized over a two-stage process with the aim of improving future L2 IV research and enhancing its usefulness to researchers and teachers alike.
Phase I entailed an analysis of the reports’ sample design choices. The results revealed that none of the reports conducted a priori sample-size planning nor random sampling, and approximately 83% of the studies drew their samples from a single education setting, which potentially affects the generalizability of the results (Morgan-Short et al., 2018). Of the 14 studies employing multi-site samples, none empirically checked for possible clustering effects of the different locations (Al-Hoorie & Vitta, 2019). Half (k = 41) of the reports included random assignment at either the class or participant level. Based on these findings, we suggest more widespread collaboration among colleagues and institutions. We also encourage researchers to engage in random/probability sampling with demographic considerations that are representative of meaningful populations. This addresses the observed over-reliance on smaller samples from a single setting. Additionally, we highlight how multivariate testing can parsimoniously consider random/clustering effects in a sample.


Phase I’s finding regarding sample-size planning was addressed in Phase II.The effect sizes observed in our sample were aggregated according to group comparison, as such summative effect sizes are required for sample-size planning. Utilizing effect sizes (between-subject gs = .62 [medium], and .33 [small]; within-subject counterbalancing gav = .25) that operationalized meaningful IV hypotheses (i.e., which teaching method is more effective), power simulations are presented to provide suggestions on the required sample sizes needed to detect the aggregated effects that we observed..
3. Christopher Nicklin, Joseph P. Vitta, Recommendations for Classroom-based TESOL Research: L2 Instructed Vocabulary Acquisition as an Exemplar , Korea TESOL, 2021.02.
4. Joseph P. Vitta, Christopher Nicklin, Quantitative TESOL Classroom Research in Light of the L2 Methods Reform: A Teacher-friendly Quality Checklist , Korea TESOL, 2021.02.

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