중등학교 영어 학습부진학생 지도의 효과: 메타분석

Abstract

This paper aims to investigate the overall effects of English language instruction for underachievers in the secondary school through a quantitative meta-analysis, and draw implications for effective remediation. To achieve this aim, 59 experimental studies were collected and analyzed in terms of 7 sub-categories such as publication type, school type, region, treatment period, and dependent variables like linguistic and affective domain. Statistical data from individual research cases were analyzed and synthesized according to systematic and conventional procedures for meta-analysis. The result showed that the mean effect size of English instruction for underachievers at the secondary school was 1.240, which is above the large effect (d=.80). It was also found that studies conducted in small cities had the larger effect than one in metropolitan cities. Among dependent variables, the effect size in grammar was higher than in other linguistic skills and knowledge, and the effect sizes in learning attitude and interest were bigger than in anxiety. Pedagogical implications and suggestions from the findings were also discussed for further research.