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A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS

Published online by Cambridge University Press:  27 October 2020

Frank Boers ,
Lara Bryfonski Open the ORCID record for Lara Bryfonski [Opens in a new window] ,
Farahnaz Faez Open the ORCID record for Farahnaz Faez [Opens in a new window]  and
Todd McKay
Frank Boers
Affiliation:
University of Western Ontario
Lara Bryfonski
Affiliation:
Georgetown University
Farahnaz Faez*
Affiliation:
University of Western Ontario
Todd McKay
Affiliation:
St. George’s University
*
*Correspondence concerning this article should be addressed to Farahnaz Faez, University of Western Ontario, London, ON N6G 1G7, Canada. E-mail: ffaez@uwo.ca
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Abstract

Meta-analytic reviews collect available empirical studies on a specified domain and calculate the average effect of a factor. Educators as well as researchers exploring a new domain of inquiry may rely on the conclusions from meta-analytic reviews rather than reading multiple primary studies. This article calls for caution in this regard because the outcome of a meta-analysis is determined by how effect sizes are calculated, how factors are defined, and how studies are selected for inclusion. Three recently published meta-analyses are reexamined to illustrate these issues. The first illustrates the risk of conflating effect sizes from studies with different design features; the second illustrates problems with delineating the variable of interest, with implications for cause-effect relations; and the third illustrates the challenge of determining the eligibility of candidate studies. Replication attempts yield outcomes that differ from the three original meta-analyses, suggesting also that conclusions drawn from meta-analyses need to be interpreted cautiously.

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Type
Research Article
Information
Studies in Second Language Acquisition , Volume 43 , Issue 1 , March 2021 , pp. 2 - 24
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Copyright
© The Author(s), 2020. Published by Cambridge University Press

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Footnotes

The experiment in this article earned an Open Data badge for transparent practices. The materials are available at https://www.iris-database.org/iris/app/home/detail?id=york%3a938351&ref=search.

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