Project-Based Learning Intervention and Its Effect on Promoting English Language Proficiency Based on Moderator Variables: Meta-Analysis

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Instruction Pub Date : 2023-10-01 DOI:10.29333/iji.2023.16427a

Mujiono Mujiono, Riza Weganofa, Siane Herawati

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Abstract

The previous researchers have studied the effect of Project-based learning on English language proficiency. They found that project-based learning has a positive effect on English language proficiency. However, it is not known whether the impact of project-based learning on English language proficiency significantly differs based on potential moderator variables. The study aimed to conduct a meta-analysis of the findings of experimental studies evaluating the impact of project-based learning on English language proficiency between 2015 and 2021. experimental studies on the effect between project-based learning and English language proficiency are analysed using meta-analysis. The meta-analysis calculated 17 effect sizes of studies. The study found that the random effects model and the effect size were moderate the result. It also revealed that the impact of project-based learning on English language proficiency significantly differs based on the potential moderator variables. The results have pedagogical implications since they suggest that project-based learning is ideal for enhancing the English language proficiency of learners

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来源期刊

International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-

自引率

38.90%

发文量

244

审稿时长

12 weeks

期刊介绍： nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.