| 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 |
| 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 |
| Quantitative, Experimental/157 TEFL students/Pre-test/post-test | SA makes students involved in learning process and teacher’s feedback enhances their writing performance |
| Quantitative/21 teachers and student teachers/Likert type questionnaire | The study confirms the developmental effect of a teacher SA tool. |
| 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” |
| Quantitative/254 young EFL learners/Pre-test/post-test | SA has marginal effect on students’ learning |