Duque Micán and Cuesta Medina (2015) /Colombia

Mixed methods/24 young-adult learners/Vocabulary pre-test/post-test,

Learning log Survey

SA had positive impact on learners’ vocabulary, fluency and learning process

Murakami et al. (2012) /Japan

Quantitative/99 students/Pre-test/ post-test design with self-rated survey/Open-ended questionnaire

Regular SA conducted by led to significant increases in the students’ frequency of spoken English in the class and a higher level of engagement with English learning outside the classroom

Birjandi and Hadidi Tamjid (2012) /Iran

Quantitative, Experimental/157 TEFL students/Pre-test/post-test

SA makes students involved in learning process and teacher’s feedback enhances their writing performance

Nakata (2010) /Japan

Quantitative/21 teachers and student teachers/Likert type questionnaire

The study confirms the developmental effect of a teacher SA tool.

Bullock (2011) /Ukraine

Mixed methods/10 English teachers/ Questionnaire and interviews

All teachers had positive attitudes towards SA and the only negative aspect of SA according to teachers was ‘being time-consuming”

Butler and Lee (2010) /South Korea

Quantitative/254 young EFL learners/Pre-test/post-test

SA has marginal effect on students’ learning