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Effect sizes in quantitative and qualitative research
Language Teaching Research ( IF 3.401 ) Pub Date : 2021-08-19 , DOI: 10.1177/13621688211040882
Hossein Nassaji 1
Affiliation  

There has been much discussion in the fields of social sciences and education in general and second language research in particular around issues of appropriate research methods, rigour, and high standards for data collection, analysis, and interpretation. Many studies use a quantitative research design, in which the use of inferential statistics, including statistical significance tests, is widespread. However, issues have been raised regarding the adequacy of significance tests and the limitations of p values (see, for example, Nassaji, 2012). For example, while significance tests may tell us whether an effect exists, it does not tell us about the importance of the effect. In this respect, one suggestion has been to report measures of effect sizes (which refers to the magnitude of an effect or relationship) when presenting the results of significance tests. This recommendation has been made in the fields of psychology and education, and more recently in applied linguistics, with several applied linguistics journals now requiring or emphasizing the report of effect sizes (e.g., Language Learning, The Modern Language Journal, TESOL Quarterly, Studies in Second Language Acquisition).

中文翻译:

定量和定性研究中的效应量

社会科学和教育领域的一般研究和第二语言研究,特别是围绕适当的研究方法、严谨性以及数据收集、分析和解释的高标准等问题进行了很多讨论。许多研究使用定量研究设计,其中广泛使用推论统计,包括统计显着性检验。然而,已经提出了关于显着性检验的充分性和p的局限性的问题。值(例如,参见 Nassaji,2012 年)。例如,虽然显着性检验可以告诉我们效应是否存在,但它并没有告诉我们效应的重要性。在这方面,一个建议是在呈现显着性检验的结果时报告效应大小(指效应或关系的大小)的度量。这一建议是在心理学和教育领域提出的,最近在应用语言学领域提出,一些应用语言学期刊现在要求或强调效果大小的报告(例如,语言学习现代语言期刊TESOL 季刊研究第二语言习得)。
更新日期:2021-08-19
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