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

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dc.contributor.authorLee, Jang Ho-
dc.contributor.authorLee, Hansol-
dc.contributor.authorLo, Yuen Yi-
dc.date.accessioned2023-09-12T08:40:33Z-
dc.date.available2023-09-12T08:40:33Z-
dc.date.issued2023-06-
dc.identifier.issn2083-5205-
dc.identifier.issn2084-1965-
dc.identifier.urihttps://scholarworks.bwise.kr/cau/handle/2019.sw.cau/67561-
dc.description.abstractThis meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on second-ary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effec-tiveness for the development of English competence compared to the main-stream 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 modera-tor 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 outcomemeasures focused on vocabulary. Implications for pedagogy and future re-search are discussed.-
dc.format.extent29-
dc.language영어-
dc.language.isoENG-
dc.publisherADAM MICKIEWICZ UNIV, KALISZ-
dc.titleEffects of EMI-CLIL on secondary-level students' English learning: A multilevel meta-analysis-
dc.typeArticle-
dc.identifier.doi10.14746/ssllt.38277-
dc.identifier.bibliographicCitationSTUDIES IN SECOND LANGUAGE LEARNING AND TEACHING, v.13, no.2, pp 317 - 345-
dc.description.isOpenAccessY-
dc.identifier.wosid001023569100004-
dc.identifier.scopusid2-s2.0-85169145716-
dc.citation.endPage345-
dc.citation.number2-
dc.citation.startPage317-
dc.citation.titleSTUDIES IN SECOND LANGUAGE LEARNING AND TEACHING-
dc.citation.volume13-
dc.type.docTypeArticle-
dc.publisher.location폴란드-
dc.subject.keywordAuthorcontent and language integrated learning-
dc.subject.keywordAuthorEnglish as a foreign lan-guage-
dc.subject.keywordAuthorEnglish medium instruction-
dc.subject.keywordAuthormultilevel meta-analysis-
dc.subject.keywordAuthorsecondary level-
dc.subject.keywordPlusSYNTACTIC COMPLEXITY-
dc.subject.keywordPlusORAL PRODUCTION-
dc.subject.keywordPlusHONG-KONG-
dc.subject.keywordPlusLANGUAGE-
dc.subject.keywordPlusINSTRUCTION-
dc.subject.keywordPlusIMMERSION-
dc.subject.keywordPlusEDUCATION-
dc.subject.keywordPlusLEARNERS-
dc.subject.keywordPlusCOMPREHENSION-
dc.subject.keywordPlusOUTCOMES-
dc.relation.journalResearchAreaLinguistics-
dc.relation.journalWebOfScienceCategoryLinguistics-
dc.description.journalRegisteredClassssci-
dc.description.journalRegisteredClassscopus-
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