A Meta-Analysis of Second Language Phonetic Training: Exploring Overall Effect and Moderating Factors

Area of Science:

• Second Language Acquisition
• Phonetics and Phonology
• Educational Psychology

Background:

• Phonetic training is recognized as beneficial for second language (L2) acquisition.
• Existing evidence on the effectiveness of various instructional approaches and moderating factors remains inconclusive.
• Understanding these factors is crucial for optimizing L2 learning strategies.

Purpose of the Study:

• To conduct a meta-analysis of existing studies on L2 phonetic training.
• To provide a precise estimation of the overall effect of phonetic training on L2 learners.
• To investigate potential moderating variables influencing training effectiveness.

Main Methods:

• A systematic literature search was performed across major academic databases.
• Seven potential moderators were identified for analysis.
• A random-effects model meta-analysis was applied to synthesize data from 65 primary studies.

Main Results:

• Phonetic training demonstrated a large positive effect on L2 phonetic competence (d = 0.762).
• Perceptual training yielded a greater effect size than production or combined training.
• High school level phonetic training showed the largest effect size; perception competence improved more than production competence.

Conclusions:

• The meta-analysis confirms the efficacy of L2 phonetic training, highlighting significant heterogeneity in research findings.
• Perceptual training and high school level interventions appear most effective.
• Further research is recommended to explore underlying factors and the perception-production relationship in L2 phonetics.