EMI-CLIL对中学生英语学习的影响:一项多水平元分析

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI:10.14746/ssllt.38277

J. Lee, Hansol Lee, Yuen Yi Lo

{"title":"EMI-CLIL对中学生英语学习的影响:一项多水平元分析","authors":"J. Lee, Hansol Lee, Yuen Yi Lo","doi":"10.14746/ssllt.38277","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"87 1","pages":""},"PeriodicalIF":3.7000,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis\",\"authors\":\"J. Lee, Hansol Lee, Yuen Yi Lo\",\"doi\":\"10.14746/ssllt.38277\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":46277,\"journal\":{\"name\":\"Studies in Second Language Learning and Teaching\",\"volume\":\"87 1\",\"pages\":\"\"},\"PeriodicalIF\":3.7000,\"publicationDate\":\"2023-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Second Language Learning and Teaching\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.14746/ssllt.38277\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Second Language Learning and Teaching","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.14746/ssllt.38277","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}

引用次数: 0

摘要

本荟萃分析综合了英语媒介教学和内容与语言整合学习(EMI-CLIL)方法对中学生英语学习的影响。数据集包括来自38项主要研究的44个样本(N = 7,434)。结果显示，与主流条件相比，EMI-CLIL对英语能力发展的总体有效性在短期(d = 0.73, SE = 0.06, 95% CI[0.61, 0.86])和长期(d = 1.01, SE = 0.06, 95% CI[0.88, 1.15])。此外，我们发现EMI-CLIL的整体有效性受到几个调节变量的影响。它的有效性显著:(1)母语与英语相关的学习者的有效性更高;(2)证实EMI-CLIL和对照组同质性的初步研究较低;(3)当研究的目标是英语学习的生产性(而不是接受性或整体性)维度时，水平较低;(4)当结果测量集中在词汇量上时得分更高。讨论了对教育学和未来研究的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.