دورية أكاديمية
Effects of EMI-CLIL on Secondary-Level Students' English Learning: A Multilevel Meta-Analysis
| العنوان: | Effects of EMI-CLIL on Secondary-Level Students' English Learning: A Multilevel Meta-Analysis |
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| اللغة: | English |
| المؤلفون: | Lee, Jang Ho (ORCID |
| المصدر: | Studies in Second Language Learning and Teaching. 2023 13(2):317-345. |
| الإتاحة: | Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Education Level: | Secondary Education |
| Descriptors: | Meta Analysis, English (Second Language), Second Language Learning, Second Language Instruction, Content and Language Integrated Learning, Vocabulary Development, Teaching Methods, Outcome Measures, Language of Instruction, Secondary School Students, Instructional Effectiveness, Native Language, Language Classification |
| تدمد: | 2083-5205 2084-1965 |
| مستخلص: | This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effectiveness for the development of English competence compared to the mainstream condition in the short term (d = 0.73, SE = 0.06, 95% CI [0.61, 0.86]) and longer term (d = 1.01, SE = 0.06, 95% CI [0.88, 1.15]). Additionally, we found that EMI-CLIL's overall effectiveness was influenced by several moderator variables. Its effectiveness was significantly: (1) higher for learners whose first language (L1) was linguistically related to English; (2) lower for primary studies which confirmed the homogeneity of the EMI-CLIL and comparison groups; (3) lower when studies targeted the productive (rather than receptive or overall) dimension of English learning; and (4) higher when outcome measures focused on vocabulary. Implications for pedagogy and future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1397295 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2083-5205 2084-1965 |
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