Form-Focused Instruction for the English Article: A Meta-Analysis

Autor/inn/en	Schenck, Andrew; Choi, Wonkyung
Titel	Form-Focused Instruction for the English Article: A Meta-Analysis
Quelle	33 (2015), S.61-88 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Grammar; English (Second Language); Second Language Learning; Form Classes (Languages); Meta Analysis; Correlation; Teaching Methods; Instructional Effectiveness; Second Language Instruction; Effect Size; Language Proficiency; Context Effect; Comparative Analysis + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Analytischer Sprachbau; Meta-analysis; Metaanalyse; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz
Abstract	Factors, such as treatment complexity and duration, language proficiency, and educational context (EFL vs. ESL), can significantly influence language performance in experimental studies. The purpose of the present meta-analysis is to investigate the degree to which these causal factors influence linguistic improvement in studies of the English article. Nineteen experimental studies of the English article were chosen for analysis. After data were collected, the effect sizes of individual causal factors were compared using Spearman rank-order correlation. Next, the combined influence of the causal factors was calculated by performing a multiple regression. The results suggest that each hypothesized influence contributes to the effect size, and together, they account for nearly one fifth of the variance of effect sizes within individual studies. Due to the significance of the results, it appears essential that the determinants examined in this study be considered when assessing the effectiveness of grammar-focused instructional techniques. In the future, more multivariate, holistic studies are needed to understand how systematic differentiation of these multiple causes can improve the acquisition process. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01