Journal article
Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes
Review of educational research, Vol.87(3), pp.544-582
06/2017
Handle:
https://hdl.handle.net/2376/120717
Abstract
This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.
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Details
- Title
- Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes
- Creators
- Yuliya Ardasheva - Washington State University Tri-CitiesZhe WangOlusola O Adesope - Washington State University PullmanJeffrey C Valentine - University of Louisville
- Publication Details
- Review of educational research, Vol.87(3), pp.544-582
- Academic Unit
- Education, College of
- Publisher
- SAGE Publications
- Grant note
- 148-02-10F-5613-9905 / Washington State University, Office of Research
- Identifiers
- 99900601154901842
- Language
- English
- Resource Type
- Journal article