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Location:	China
Type of subjects/data:	students
No. of subjects/data:	49
Instruments:	Test
Method of analysis:	- performance in recognizing and producing request-making forms in terms of recognition accuracy, recognition speed, production accuracy and production speed were tested and scored. - changes within each group overtime, and difference across different groups of the subjects were tested using nonparametric statistics: Friedman test, Wilcoxon test, Kruskal-Wallis test, Mann-Whitney U test
Other aspects:
Research design:	Quasi-experimental research
Level of detail:	High

Keywords:
interlanguage pragmatics; L2 instruction; Chinese; requests; speech acts; input-based and output-based practice

Location:	United States
Type of subjects/data:	Native English Speakers, foreign language learners
No. of subjects/data:	28, 46
Instruments:	Task/ activity, Test, Video recordings, Questionnaire
Method of analysis:	- gestures used in the vdo stimuli were coded and transcribed - recall, comprehension, and distortions were coded and scored - the scores were compared by the gesture conditions, genders, and groups of learners
Other aspects:
Research design:	Quasi-experimental research
Level of detail:	High

Keywords:
gestures; recall; comprehension; native language (NL); foreign language (FL); explicit information; implied information; distortions

Location:	United States
Type of subjects/data:	students
No. of subjects/data:	52
Instruments:	Task/ activity, Video recordings
Method of analysis:	- participants' speech was transcribed - number of words, repetitions of target words of the task and conversational turns were quantified - gestures were classified based on form: representational beat, deictic - their functions were identified
Other aspects:
Research design:
Level of detail:	Medium

Keywords:
gesture; vocabulary; discourse

Location:	United States
Type of subjects/data:	L1, L2, and heritage speakers of Arabic
No. of subjects/data:	90
Instruments:	Task/ activity, Questionnaire
Method of analysis:	- the subjects' responses to the tasks were trascribed and coded as correct, incorrect, and missing responses. - the responses were calculated for each subject. - patterns of errors for each group and across the different plural forms were identified. Statistics: descriptive, ANOVA, Turkey honestly significant difference (HSD)
Other aspects:
Research design:
Level of detail:	Low

Keywords:
Arabic; L2 learners; heritage speakers; plural morphology

Location:	Germany
Type of subjects/data:	students, teachers
No. of subjects/data:	575, 19
Instruments:	Questionnaire, Interview
Method of analysis:	- the effect of using portfolio on self-regulated learning - teacher and student perception of portfolio Statistics: MANOVA, correlation
Other aspects:	mixed-methods study designed to evaluate the validity of the language protfolio
Research design:	Mixed-method
Level of detail:	High

Keywords:
self-regulated learning; autonomy; academic self-efficacy; motivation; alternative assessments;

Location:	More than one country
Type of subjects/data:	students
No. of subjects/data:	524
Instruments:	Task/ activity
Method of analysis:	- responses, as verb types, from 4 groups of participants were analysed and compared - the verb types were lemmatized and ranked by frequencies - the over- or underuse of a verb by nonnative compared to the native norm were examined - the comparisons between the lists of responses from native patterns and each of the 3 groups of participants were carried out Statistics: a simple regression, correlations
Other aspects:
Research design:	Survey research
Level of detail:	High

Keywords:
usage-based language acquisition; Construction Grammar; advanced learners; crosslinguistic influence; satellite- vs. verb-framed languages

Location:	United Kingdom
Type of subjects/data:	students
No. of subjects/data:	64
Instruments:	Test, Task/ activity
Method of analysis:	- word meanings recalled immediately after the reading and one week later were tested and compared between 2 groups of subjects - depth of word knowledge was determined in terms of the number of meaning components - the depth of word meaning retained by the 2 groups of subjects were compared Statistics: independent sample t-test, Cohen's d
Other aspects:
Research design:	Quasi-experimental research
Level of detail:	High

Keywords:
incidental vocabulary acquisition; vocabulary learning; specialized vocabulary; reading to learn; L1 and L2 users

Location:	United States
Type of subjects/data:	students
No. of subjects/data:	107
Instruments:	Task/ activity, Questionnaire
Method of analysis:	- the mean frequency for each multiple choice option selected by the participants of 2 conditions and 2 sessions of the task - the mean frequency for the 2 critical answer options, context-based, and morphological-based by psudo compound for each condition for each task version - comparison of the answer options and the critical options between 2 task versions - comparison of the answer options and the critical options between 4 groups of the subjects
Other aspects:
Research design:
Level of detail:	Low

Keywords:
vocabulary; reading; psycholinguistics

Location:	United Kingdom
Type of subjects/data:	Native and nonnative speakers of English
No. of subjects/data:	77
Instruments:	Task/ activity, Interview, Test
Method of analysis:	- lexical inferencing success rates of L1 and L2 listeners were measured - the effects of contextual clue typo, background knowledge, and L2 vocabulary knowledge on the success rates of the 2 groups of subjects were analysed - noticing ability of L2 listener was measured Statistics: mean, sd, percentage, paired-sample t-test, Wilcoxon signed-rank test (Effect size)
Other aspects:
Research design:
Level of detail:	Medium

Keywords:
first language listening; second language listening; lexical inferencing; vocabulary acquisition; noticing

Location:	Finland
Type of subjects/data:	young gamers
No. of subjects/data:	2
Instruments:	Video recordings, Task/ activity
Method of analysis:	- conversation analysis - multimodal analysis
Other aspects:
Research design:
Level of detail:	Medium

Keywords:
epistemic organization; epistemic asymmetry and change; multilingual language use; interaction; social gaming