The Effectiveness of English Language Teaching Methods: A Meta-Analysis in Pursuit for مقالة

مؤلف: Saeedy Robat، Esmaeel ؛ Ashraf، Hamid ؛ Elahi Shirvan، Majid ؛

Teaching English as a Second Language Quarterly Winter 2021, Volume 40 - Number 1 التصنيف: الف/ISC (‎49 صفحة - من 187 إلی 235 )

الکلمات المفتاحية: postmethod meta-analysis Language Teaching Methods the Best Method

خلاصة:

What is “the best method” of language teaching? It has been one of the oldest questions of language teaching and learning during the last century. However, no comprehensive quantitative study has tackled the issue. In order to answer this question, the researchers meta-analyzed 56 studies with 7960 participants from many contexts. A coding scheme of 46 variables, in the form of four major moderator sets, including design characteristics, language characteristics, participant characteristics, and teaching characteristics, was developed. The overall effect size (g= 1.00) was found to be positive, strong, and significant for all language teaching methods. The findings showed that all language teaching methods, irrespective of various contexts, were positively effective. The results of moderator analysis showed that most of the moderators, excluding language skills and place of the study, had no significant effect on language teaching methods. Implications for current theory and practice, for both method and postmethod, are discussed.

ملخص الجهاز:

On the one hand, a meta-analytic approach would allow us to estimate the overall effect of language teaching methods with more precision, {مراجعه شود به فایل جدول الحاقی} but on the other hand, with moderator analysis, alternative covariates and potential intervening factors would be identified. Study Retrieval Process Database aearch with research terms • Identified articles/ dissertations =5343 Abstract/title screening • Excluded through abstract/title screening =4335 • Included through abstract/title screening=1008 Full text screening Criteria matching Final • Excluded through full text screening = 822 • Included through full text screening = 186 • Excluded through criteria matching = 63 • Included through criteria matching = 123 • Final excluded after coding =26 • Final included after coding =97 After identifying databases related to the current meta-analysis, we searched the following databases: ERIC - Education Resources Information Center, ScienceDirect, Sage Journals Online, SAGE Knowledge, ProQuest, Cambridge Core, Google Scholar, JSTOR, ProQuest Dissertations & Theses Global, PsycARTICLES, PsycINFO, SAGE Research Methods Online, Microsoft Academic Search, Academic Search Complete (EBSCO), Linguistics and Language Behaviour Abstracts (LLBA) (ProQuest), Project MUSE, Blackwell Reference Online, Scopus, Web of Science, Academic Search Premier, SpringerLink, Wiley Online Library, ResearchGate, iSEEK Education, RefSeek, Virtual LRC, Academic Index, Internet Public Library, {مراجعه شود به فایل جدول الحاقی} Oxford Handbooks Online, Oxford Journals Digital Archive, and many other resources. Duval and Tweedie's Trim and Fill {مراجعه شود به فایل جدول الحاقی} Results Descriptive Statistics of the Included Sample The descriptive statistics of the primary studies included the kind of language teaching method, language skills or components, publication year, instructional levels, study design, effect size, sample size, and all other relevant information, see coding scheme in Table 2.

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