Interpreting the Effectiveness of Academic English Writing Programmes in Higher Education: A Meta-Analysis

Autor/inn/en	Lee, Hansol; Lee, Jang Ho
Titel	Interpreting the Effectiveness of Academic English Writing Programmes in Higher Education: A Meta-Analysis
Quelle	In: Oxford Review of Education, 49 (2023) 3, S.281-300 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hansol) ORCID (Lee, Jang Ho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2072284
Schlagwörter	Program Effectiveness; English for Academic Purposes; Second Language Learning; Second Language Instruction; Writing Instruction; Meta Analysis; Longitudinal Studies; Benchmarking; Language Proficiency; Accuracy; Writing Improvement; Outcomes of Education; Higher Education; Writing Research + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Meta-analysis; Metaanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skill; Language skills; Sprachkompetenz; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schreibforschung
Abstract	This study synthesised previous literature focused on college English for Academic Purposes (EAP) programmes for writing. A meta-analysis of identified longitudinal studies (14 samples; 175 effect sizes; N = 602) revealed that the students improved their English writing through EAP programmes (d = 0.45, SE = 0.07, p < 0.001). By computing effect size mean estimates from ranges for the 25th, 50th, and 75th percentiles, we proposed effect size interpretation benchmarks for this subdomain of 0.3, 0.5, and 0.7 for small, medium, and large effects, respectively, for interpreting the improvements in writing through college EAP programmes. The meta-regression revealed that the students with low English proficiency improved significantly more than those with higher proficiency. Further, the programmes had a small effect in improving accuracy and complexity dimensions of writing. Different features of programmes and contexts have also been found to influence the degree of the improvements in complex ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01