在韩国,将英语作为外语对有困难的小学读者进行干预的效果:一项荟萃分析

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Asia Pacific Education Review Pub Date : 2024-09-15 DOI:10.1007/s12564-024-09999-6
HyeYun Gladys Shin, Dongil Kim
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引用次数: 0

摘要

这项荟萃分析全面考察了英语语言干预对韩国小学英语作为外语学习的困难学生的影响。采用随机效应模型,按照研究设计分别分析了实验研究和准实验研究共 22 项研究,其中实验研究的平均效应大小为中等(g = 0.68,SE = 0.26,CI95 = 0.18,1.18,p < 0.01),而准实验研究的平均效应大小为大(g = 1.39,SE = 0.67,CI95 = 0.08,2.69,p < 0.05)。由于同质性统计量较大,因此还进行了亚组分析,以了解可能对平均值产生的调节效应。分组分析表明,情感(如学生的学习动机)和成绩(如阅读理解能力)类型的结果测量和有效的干预成分(如共享阅读)具有较大的影响。此外,还讨论了其他有效的情境特征,包括总课时、干预频率和课堂类型,以及研究的局限性和未来的方向,以帮助英语作为外语学习的困难读者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Effects of the English language intervention as a foreign language for struggling elementary readers in South Korea: a meta-analysis

This meta-analysis comprehensively examined the effects of English language interventions on struggling elementary school learners in South Korea learning English as a foreign language. A total of 22 studies of experimental and quasi-experimental studies were separately analyzed by the study design using a random-effects model, and the mean effect size was medium (g = 0.68, SE = 0.26, CI95 = 0.18, 1.18, p < 0.01) for the experimental studies while the mean effect size was large (g = 1.39, SE = 0.67, CI95 = 0.08, 2.69, p < 0.05) for the quasi-experimental studies. Due to the large homogeneity statistics, subgroup analyses were additionally conducted for possible moderator effects contributing to the mean. The subgroup analyses indicated large effects in the affective (e.g., student’s motivation) and achievement (e.g., reading comprehension) type of outcome measures and effective intervention components (e.g., shared reading). Other effective contextual characteristics including the total session numbers, intervention frequency, and classroom type are also discussed along with the study limitations and future directions for the struggling readers learning English as a foreign language.

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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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