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Abstract

This study synthesizes research methodologies employed in instructed second language pragmatics. We analyzed 99 instructional effects studies published since 2010 to present. Each study was coded for sampling features, research designs, use of statistics, and reporting practices. Results highlighted both methodological strengths and limitations. Notably, we observed growing attention to younger learners and exploration of innovative instructional techniques. Many studies also use delayed posttests to assess long-term effects and report rater reliability to enhance interpretation. Additionally, there is a trend toward including instructional materials and sample instruments to support replication efforts. However, limitations persist, including small, nonrandomized samples, absence of control groups, complex treatment designs, methodological bias toward explicit knowledge in outcome measurement, as well as inadequate reporting of various aspects of data and methodologies. Based on these findings, we put forward recommendations to enhance research design and reporting practices in future L2 pragmatics studies.

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2026-04-09
2026-05-11

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A methodological synthesis of research on the effects of instruction in L2 pragmatics
John Benjamins ; https://doi.org/10.1075/ap.25007.ngu
/content/journals/10.1075/ap.25007.ngu
/content/journals/10.1075/ap.25007.ngu
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  • Article Type: Research Article
Keywords: methodological synthesis ; research design ; quantitative research ; instructed second language pragmatics ; research methodology

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