Effects of EMI-CLIL on Secondary-Level Students' English Learning: A Multilevel Meta-Analysis

Autor/inn/en	Lee, Jang Ho; Lee, Hansol; Lo, Yuen Yi
Titel	Effects of EMI-CLIL on Secondary-Level Students' English Learning: A Multilevel Meta-Analysis
Quelle	In: Studies in Second Language Learning and Teaching, 13 (2023) 2, S.317-345 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jang Ho) ORCID (Lee, Hansol) ORCID (Lo, Yuen Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Meta Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Content and Language Integrated Learning; Vocabulary Development; Teaching Methods; Outcome Measures; Language of Instruction; Secondary School Students; Instructional Effectiveness; Native Language; Language Classification + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; CLIL; Lernkonzept; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Sekundarschüler; Unterrichtserfolg; Sprachtypologie
Abstract	This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effectiveness for the development of English competence compared to the mainstream 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 moderator 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 outcome measures focused on vocabulary. Implications for pedagogy and future research are discussed. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01