第二语言写作同伴辅导的结果：一项元分析

Q1 Social Sciences

International journal of educational research open Pub Date : 2024-12-16 DOI:10.1016/j.ijedro.2024.100422

Zhe Li, Patricia Hampson, Allen Thurston, Joanne O'Keeffe

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引用次数: 0

摘要

本荟萃分析旨在考察一种形式的同伴辅助学习，同伴辅导，在不同教育水平和背景下对学生第二语言写作表现和能力的总体影响。通过5个数据库（Scopus， ERIC, Education Source， British Education Index和APA PsycINFO）进行文献检索，检索到26项符合条件的实验研究，产生190个个体效应值用于元分析。荟萃分析表明，总体效应大小较大(赫奇斯的g = 0.84, P <；.001)对第二语言写作表现和能力的影响。回归模型显示，元认知提示与同伴辅导的整合将显著提高治疗效果。考虑到显著的平均积极治疗效果，我们建议第二语言写作教育者在课堂上采用同伴辅导。

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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The outcome of peer tutoring for second language (L2) writing: A meta-analysis

This meta-analysis aims to examine the overall effect of a form of peer-assisted learning, peer tutoring, on students’ L2 writing performance and abilities across educational levels and contexts. A literature search via five databases (Scopus, ERIC, Education Source, British Education Index, and APA PsycINFO) retrieved 26 eligible experimental studies, yielding 190 individual effect sizes for meta-analysis. The meta-analysis suggested a large favourable overall effect size (Hedges’ g = 0.84, P < .001) of peer tutoring on L2 writing performance and abilities. The regression model showed that the integration of metacognitive prompts with peer tutoring will significantly increase the treatment effect. Given the significant large average positive treatment effect, L2 writing educators are recommended to adopt peer tutoring in their classrooms.

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来源期刊

International journal of educational research open Education

CiteScore

8.90

自引率

0.00%

发文量

审稿时长

69 days