@article{oai:kansai-u.repo.nii.ac.jp:00010024,
 author = {Mizumoto, Atsushi and 水本, 篤 and Urano, Ken and 浦野, 研 and Maeda, Hiroaki and 前田, 啓朗},
 journal = {ARELE : annual review of English language education in Japan},
 month = {Apr},
 note = {This study reviewed three representative aspects (themes, methods, and outcomes) of the
published articles in ARELE, volumes 1 to 24. The review of 450 ARELE articles revealed
the following results: (a) the 24 ARELE volumes could be divided into two periods (the first
12 and the second 12); (b) articles in each period have characteristic words to represent the
themes peculiar to the period; (c) research themes have shifted from teaching to learning, with
reading, vocabulary, assessment/testing, and motivation coming to the forefront; (d) articles
are predominantly empirical studies, targeting learners at secondary and tertiary levels, and
hypothesis generating, with a quantitative approach, while intervention studies are not common;
(e) medium strength of effect size was obtained with a meta-analytical approach; (f) the effect
size decreases toward more recent volumes, which may be a sign of theoretical refinement; (g)
the statistical power of most studies is lower than it should be. A number of suggestions are
offered for improving the quality of future research practice.},
 pages = {33--48},
 title = {A Systematic Review of Published Articles in ARELE 1–24: Focusing on Their Themes, Methods, and Outcomes},
 volume = {25},
 year = {2014}
}