Strategy-Based Teaching in ELT: A Meta-Analysis
محل انتشار: دوماهنامه جستارهای زبانی، دوره: 12، شماره: 3
سال انتشار: 1400
نوع سند: مقاله ژورنالی
زبان: فارسی
مشاهده: 222
فایل این مقاله در 31 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_LRR-12-3_012
تاریخ نمایه سازی: 15 فروردین 1401
چکیده مقاله:
This meta-analysis study aimed to explore the effectiveness of Strategy-Based Teaching (SBT) in ELT (English Language Teaching). A total of ۱۸ original studies (۲۰۰۰–۲۰۲۰), with ۱۸۳۴ participants of diverse learning and teaching contexts, conformed with the inclusion/ exclusion criteria, were employed to be analyzed in this study. To provide a comprehensive picture of the possible moderating factors, we included ۲۱ moderators under three moderating sets. The impact of methodological criteria, such as eligibility revisions and substitution of alternative ranges of values for arbitrary or unclear decisions, was examined using sensitivity analyses. The findings revealed an overall significant, positive and medium effect of SBT on English learners’ outcomes for both fixed (g = ۰.۶۵) and random (g = ۶۲) models. Moreover, meta-regression analysis results of moderating factors showed that the place, type, and design of the study had no significant predicting effect on SBT. It has been documented that the results of moderator analysis of language skills and components were also not significant. However, the results for moderating effect of language measurement instruments were found to be significant. Studies that employed standardized tests for language learning measurement revealed significantly higher mean effect size in comparison with those that used teachers’ assessments. Overall, SBT was found to be positively effective within a variety of teaching and learning contexts in ELT.
کلیدواژه ها:
نویسندگان
Esmaeel Saeedy Robat
Ph.D. Candidate in TEFL, Department of English, Torbat -e Heydarieh Branch, Islamic Azad University, Torbat -e Heydarieh, Iran
Hossein Khodabakhshzadeh
Assistant Professor, Department of English, Torbat -e Heydarieh Branch, Islamic Azad University, Torbat -e Heydarieh, Iran
Hamid Ashraf
Assistant Professor, Department of English, Torbat -e Heydarieh Branch, Islamic Azad University, Torbat -e Heydarieh, Iran
Majid Elahi Shirvan
Assistant Professor, Department of English, University of Bojnord, Bojnord, Iran
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :