The role of language in word-problem solving: a meta-analysis

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Martín Flores, M. Urrutia
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引用次数: 0

Abstract

The relationship between language proficiency and word-problem solving has been extensively studied in the last three decades with one main finding: language proficiency is directly proportional to word-problem solving scores. Researchers have focused on language accommodations to standardized tests to level the playing field for nonnative speakers. Interestingly, several meta-analyses on language accommodation have noted that there are no significant effects on scores. At the same time, most research has reported significance and not effect sizes, which does not allow to establish comparisons between studies. Therefore, the purpose of this meta-analyses was to study the effect size of studies conducted in the US and the rest of the world to provide a new population effect size and identify possible moderator variables that have not been considered before. The main findings were that the differences in scores between native speakers and nonnative speakers (g=.360) were less pronounced than previously reported (g=.604). The participants’ age and the language of instruction and testing moderated a small percentage of the effect size, which leads to the need to include specific information about the participants to provide a clearer picture of this relationship and eventually provide language accommodations that have significant effects on scores.
语言在解决单词问题中的作用:一项元分析
在过去的三十年里,人们对语言能力和解决单词问题之间的关系进行了广泛的研究,其中一个主要发现是:语言能力与解决单词问题的得分成正比。研究人员一直把重点放在标准化考试的语言适应上,为非母语人士提供公平的竞争环境。有趣的是,一些关于语言适应的元分析指出,语言适应对分数没有显著影响。同时,大多数研究报告的是显著性,而不是效应量,这就不允许在研究之间建立比较。因此,本荟萃分析的目的是研究在美国和世界其他地区进行的研究的效应量,以提供新的人口效应量,并确定以前未考虑过的可能的调节变量。主要的发现是,母语使用者和非母语使用者之间的分数差异(g=.360)没有之前报道的那么明显(g=.604)。参与者的年龄、教学语言和测试语言对效应大小的影响很小,这导致需要包括参与者的具体信息,以提供这种关系的更清晰的画面,并最终提供对分数有重大影响的语言调节。
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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来源期刊
CiteScore
4.90
自引率
12.50%
发文量
17
审稿时长
4 weeks
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