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Papers by Talip Gönülal

Missing data are one of the frequently encountered problems in quantitative research. When neglec... more Missing data are one of the frequently encountered problems in quantitative research. When neglected or handled improperly, this problem can have adverse impact on research results. However, the issue of missing data in quantitative second language (L2) research has largely been ignored when compared to the other sister disciplines such as education and psychology. The purpose of this methodological synthesis was, therefore, to investigate the issue of missing data in L2 research, with a particular focus on L2 researchers' current missing data management practices. A total of 143 studies published in six leading L2 journals were reviewed in this synthesis. The results indicated that missing data were indeed quite common in L2 research in that 41% of the studies indicated evidence of missing data, but L2 researchers' management and reporting of missing data was often less than optimal. In light of the results, several directed suggestions were made to improve the rigor and quality of L2 research.

In light of increasing interest in mobile-assisted language learning (MALL) and recent calls for ... more In light of increasing interest in mobile-assisted language learning (MALL) and recent calls for more replication studies in second language research, the present study aimed to develop and validate an attitudinal instrument to measure language learners' attitudes towards MALL. In doing so, the present study partially and conceptually replicated Vande-waetere and Desmet's (Comput Assist Lang Learn 22(4):349-380, 2009) computer-assisted language learning attitude scale. The attitude towards MALL (A-MALL) instrument, consisting of 20 items, was validated across a sample of 244 participants with diverse educational and demographic backgrounds. Principal components analysis and confirmatory factor analyses were conducted to examine the psychometric features of the items, and to determine the underlying factor structure. The results revealed a five-factor solution, which was largely in line with the tripartite model of attitude (i.e., affective, cognitive and behav-ioral components). Further, the A-MALL instrument exhibited good reliability and validity. Finally, the limitations of the study and the future use of the A-MALL instrument in second language research are discussed.

The present study sought to explore how English language learners (ELLs) used Instagram, a popula... more The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL profiles in using Instagram for independent and informal language learning. In this mixed-methods study, both quantitative and qualitative data were concurrently collected through an online comprehensive survey consisting of three sections. Ninety-seven Instagram using ELLs took part in this study. Basic descriptive statistics and a cluster analysis were conducted on the quantitative data, and a thematic analysis on the qualitative data. The results showed that Instagram has the potential to help ELLs to improve overall language skills in general, and vocabulary and communication skills in particular. Further, ELLs' experiences in using Instagram as a MALL tool for informal language learning were largely positive. Additionally, two different language learner profiles (i.e., novice and experienced) emerged based on Instagram use habits and orientations. Overall, this study indicated that social networking platforms and MALL applications can be used as an effective mobile language learning tool.

Studies on humour have indicated that humour has a lot to offer to both language teachers and lea... more Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners' perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well. Keywords: humour as a pedagogical tool, language learning, EFL learners, students' beliefs.

The use of statistics in second language acquisition (SLA) research has increased over the past 3... more The use of statistics in second language acquisition (SLA) research has increased over the past 30-40 years and continues to increase in both complexity and sophistication (Gass, 2009; Loewen & Gass, 2009). The increased use of statistical procedures has drawn attention to the current state of statistical literacy among second language (L2) researchers. Statistical literacy is a critical skill to acquire on the parts of both the producers and consumers of L2 research. However, it is a relatively new research topic in the field. So, little is known regarding what factors play key roles in the development of statistical literacy. Therefore, this study attempted to investigate the predictors of statistical literacy in SLA. One hundred and twenty SLA doctoral students took a statistical background questionnaire and a discipline-specific statistics survey. A series of multiple regression analyses were conducted on the statistics survey data. The results indicated that number of statistics courses taken, quantitative research orientation, and self-training in statistics were the significant predictors of statistical literacy. In light of the findings of this study, several suggestions directed toward improving statistical literacy in the field of SLA were made.

Research synthesis and meta-analysis provide a pathway to bring together findings in a given doma... more Research synthesis and meta-analysis provide a pathway to bring together findings in a given domain with greater systematicity, objectivity, and transparency than traditional reviews. The same techniques and corresponding benefits can be and have been applied to examine methodological practices in second language (L2) research (e.g., Plonsky, 2013). In the first half of this paper, we integrate findings, trends, and critiques from a number of syntheses to both illustrate the potential of this approach and to promote more methodologically informed research practices. Our emphasis here is on study designs and sampling practices. In the second half, we provide an example of a methodological synthesis that reviews the use of one particular statistical technique as applied in L2 research: exploratory factor analysis (EFA). Here and throughout the chapter, we provide specific recommendations for primary research as well as for future efforts to synthesize methodological practices in the field.

Books by Talip Gönülal

Book Reviews by Talip Gönülal

Missing data are one of the frequently encountered problems in quantitative research. When neglec... more Missing data are one of the frequently encountered problems in quantitative research. When neglected or handled improperly, this problem can have adverse impact on research results. However, the issue of missing data in quantitative second language (L2) research has largely been ignored when compared to the other sister disciplines such as education and psychology. The purpose of this methodological synthesis was, therefore, to investigate the issue of missing data in L2 research, with a particular focus on L2 researchers' current missing data management practices. A total of 143 studies published in six leading L2 journals were reviewed in this synthesis. The results indicated that missing data were indeed quite common in L2 research in that 41% of the studies indicated evidence of missing data, but L2 researchers' management and reporting of missing data was often less than optimal. In light of the results, several directed suggestions were made to improve the rigor and quality of L2 research.

In light of increasing interest in mobile-assisted language learning (MALL) and recent calls for ... more In light of increasing interest in mobile-assisted language learning (MALL) and recent calls for more replication studies in second language research, the present study aimed to develop and validate an attitudinal instrument to measure language learners' attitudes towards MALL. In doing so, the present study partially and conceptually replicated Vande-waetere and Desmet's (Comput Assist Lang Learn 22(4):349-380, 2009) computer-assisted language learning attitude scale. The attitude towards MALL (A-MALL) instrument, consisting of 20 items, was validated across a sample of 244 participants with diverse educational and demographic backgrounds. Principal components analysis and confirmatory factor analyses were conducted to examine the psychometric features of the items, and to determine the underlying factor structure. The results revealed a five-factor solution, which was largely in line with the tripartite model of attitude (i.e., affective, cognitive and behav-ioral components). Further, the A-MALL instrument exhibited good reliability and validity. Finally, the limitations of the study and the future use of the A-MALL instrument in second language research are discussed.

The present study sought to explore how English language learners (ELLs) used Instagram, a popula... more The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL profiles in using Instagram for independent and informal language learning. In this mixed-methods study, both quantitative and qualitative data were concurrently collected through an online comprehensive survey consisting of three sections. Ninety-seven Instagram using ELLs took part in this study. Basic descriptive statistics and a cluster analysis were conducted on the quantitative data, and a thematic analysis on the qualitative data. The results showed that Instagram has the potential to help ELLs to improve overall language skills in general, and vocabulary and communication skills in particular. Further, ELLs' experiences in using Instagram as a MALL tool for informal language learning were largely positive. Additionally, two different language learner profiles (i.e., novice and experienced) emerged based on Instagram use habits and orientations. Overall, this study indicated that social networking platforms and MALL applications can be used as an effective mobile language learning tool.

Studies on humour have indicated that humour has a lot to offer to both language teachers and lea... more Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners' perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well. Keywords: humour as a pedagogical tool, language learning, EFL learners, students' beliefs.

The use of statistics in second language acquisition (SLA) research has increased over the past 3... more The use of statistics in second language acquisition (SLA) research has increased over the past 30-40 years and continues to increase in both complexity and sophistication (Gass, 2009; Loewen & Gass, 2009). The increased use of statistical procedures has drawn attention to the current state of statistical literacy among second language (L2) researchers. Statistical literacy is a critical skill to acquire on the parts of both the producers and consumers of L2 research. However, it is a relatively new research topic in the field. So, little is known regarding what factors play key roles in the development of statistical literacy. Therefore, this study attempted to investigate the predictors of statistical literacy in SLA. One hundred and twenty SLA doctoral students took a statistical background questionnaire and a discipline-specific statistics survey. A series of multiple regression analyses were conducted on the statistics survey data. The results indicated that number of statistics courses taken, quantitative research orientation, and self-training in statistics were the significant predictors of statistical literacy. In light of the findings of this study, several suggestions directed toward improving statistical literacy in the field of SLA were made.

Research synthesis and meta-analysis provide a pathway to bring together findings in a given doma... more Research synthesis and meta-analysis provide a pathway to bring together findings in a given domain with greater systematicity, objectivity, and transparency than traditional reviews. The same techniques and corresponding benefits can be and have been applied to examine methodological practices in second language (L2) research (e.g., Plonsky, 2013). In the first half of this paper, we integrate findings, trends, and critiques from a number of syntheses to both illustrate the potential of this approach and to promote more methodologically informed research practices. Our emphasis here is on study designs and sampling practices. In the second half, we provide an example of a methodological synthesis that reviews the use of one particular statistical technique as applied in L2 research: exploratory factor analysis (EFA). Here and throughout the chapter, we provide specific recommendations for primary research as well as for future efforts to synthesize methodological practices in the field.