%0 Journal Article
%T Thirty
%A Eun Young Kang
%A Sarah Sok
%A ZhaoHong Han
%J Language Teaching Research
%@ 1477-0954
%D 2019
%R 10.1177/1362168818776671
%X This meta-analysis offers a snapshot of thirty-five years (1980¨C2015) of research on instructed second language acquisition (ISLA). Fifty-four empirical studies involving a total of 5,051 second language learners ¨C 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 ¨C 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
%K explicit instruction
%K factors influencing efficacy of instruction
%K implicit instruction
%K L2 instructional efficacy
%K meta-analysis
%U https://journals.sagepub.com/doi/full/10.1177/1362168818776671