Evidence-Based Practices of English Language Teaching: A Meta-Analysis of Meta-Analyses

Autor/in	Alsowat, Hamad H.
Titel	Evidence-Based Practices of English Language Teaching: A Meta-Analysis of Meta-Analyses
Quelle	In: English Language Teaching, 13 (2020) 11, S.75-93 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Meta Analysis; Evidence Based Practice; Second Language Learning; Second Language Instruction; English (Second Language); Vocabulary Development; Grammar; Teaching Methods; Learning Strategies; Information Technology; Outcomes of Education; Language Skills; Instructional Program Divisions; Handheld Devices; Telecommunications; Blended Learning; Audience Response Systems; Technology Uses in Education; Computer Games; Language Proficiency + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Informationstechnologie; Lernleistung; Schulerfolg; Language skill; Sprachkompetenz; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computer game; Computerspiel; Computerspiele; Language skills
Abstract	This meta-analysis aims at investigating the impact of English language teaching practices on language outcomes. The literature search yielded 90 meta-analyses that were published between January, 1995 and December, 2019. The current study analyzed 90 meta-analysis and these studies comprised 3496 studies, 7870 effect sizes and nearly 700,000 students. Three moderator variables were examined: year of publication, setting and educational level. The results showed that a) language learning strategies had medium impact on language outcomes in general and generated the largest impact on speaking (d=0.90), b) technology-based language learning had medium impact on language outcomes in general and generated the largest impact on vocabulary (d=0.98), c) explicit instruction had medium impact on language outcomes in general and generated the largest impact on grammar (d=1.26), d) mobile-based language learning had small impact on language outcomes in general and generated the largest impact on listening (d=0.73), and e) setting and educational level significantly moderated the impact of teaching practices on language outcomes. The findings were discussed and implication and future research were proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01