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A Meta-Analysis of Extensive Reading Research

A Meta-Analysis of Extensive Reading Research

 Takayuki, Nakanishi
 2015
 pages6–37 A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữEFL studentsEnglish LearningExtensive Reading ResearchMeta-AnalysisReading ClassroomsTESOL classroom+ 1 từ khóa
Tác giả CN Takayuki, Nakanishi
Nhan đề A Meta-Analysis of Extensive Reading Research / Takayuki Nakanishi.
Thông tin xuất bản 2015
Mô tả vật lý pages6–37
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt The purposes of this study were to investigate the overall effectiveness of extensive reading, whether learners age impacts learning, and whether the length of time second language learners engage in extensive reading influences test scores. The author conducted a meta-analysis to answer research questions and to identify future research directions. He included two types of empirical studies—those including group contrasts based on a comparison of a control group and experimental groups, and pre–post contrasts that only include experimental groups—in the analysis. After a thorough literature search with numerous search engines and manual and electronic examination of related journals, the meta-analysis included 34 studies (two PhD dissertations and 32 research articles) that provided 43 different effect sizes and a total sample size of 3,942 participants. Findings show a medium effect size (d = 0.46) for group contrasts and a larger one (d = 0.71) for pre–post contrasts for students who received extensive reading instruction compared to those who did not. In sum, the available research to date suggests that extensive reading improves students reading proficiency and should be a part of language learning curricula.
Thuật ngữ chủ đề English language-Study and teaching-Periodicals.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Từ khóa tự do EFL students
Từ khóa tự do English Learning
Từ khóa tự do Extensive Reading Research
Từ khóa tự do Meta-Analysis
Từ khóa tự do Reading Classrooms
Từ khóa tự do TESOL classroom
Từ khóa tự do TESOL
Nguồn trích TESOL Quarterly- Volume 49, Issue 1, March 2015.
MARC
Hiển thị đầy đủ trường & trường con
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490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a The purposes of this study were to investigate the overall effectiveness of extensive reading, whether learners age impacts learning, and whether the length of time second language learners engage in extensive reading influences test scores. The author conducted a meta-analysis to answer research questions and to identify future research directions. He included two types of empirical studies—those including group contrasts based on a comparison of a control group and experimental groups, and pre–post contrasts that only include experimental groups—in the analysis. After a thorough literature search with numerous search engines and manual and electronic examination of related journals, the meta-analysis included 34 studies (two PhD dissertations and 32 research articles) that provided 43 different effect sizes and a total sample size of 3,942 participants. Findings show a medium effect size (d = 0.46) for group contrasts and a larger one (d = 0.71) for pre–post contrasts for students who received extensive reading instruction compared to those who did not. In sum, the available research to date suggests that extensive reading improves students reading proficiency and should be a part of language learning curricula.
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