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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.
Đề mục chủ đề English language--Study and teaching--Periodicals.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Học tập--TVĐHHN
Thuật ngữ không kiểm soát EFL students
Thuật ngữ không kiểm soát English Learning
Thuật ngữ không kiểm soát Extensive Reading Research
Thuật ngữ không kiểm soát Meta-Analysis
Thuật ngữ không kiểm soát Reading Classrooms
Thuật ngữ không kiểm soát TESOL classroom
Thuật ngữ không kiểm soát TESOL
Nguồn trích TESOL Quarterly- Volume 49, Issue 1, March 2015.
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0410 |aeng
044|awau
1000 |aTakayuki, Nakanishi
24512|aA Meta-Analysis of Extensive Reading Research /|cTakayuki Nakanishi.
260|c2015
300|apages6–37
3620 |aVol. 49, N.1 (March 2015)
490|aA Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520|aThe 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.
65010|aEnglish language|xStudy and teaching|vPeriodicals.
65017|aNgôn ngữ|xGiảng dạy|xHọc tập|2TVĐHHN
6530 |aEFL students
6530 |aEnglish Learning
6530 |aExtensive Reading Research
6530 |aMeta-Analysis
6530 |aReading Classrooms
6530 |aTESOL classroom
6530 |aTESOL
773|tTESOL Quarterly|gVolume 49, Issue 1, March 2015.
890|a0|b0|c0|d0

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