The Effectiveness of English Newspaper-Based Instruction on English Language Proficiency in Korean EFL Contexts: A Meta-analysis
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This meta-analysis examines the effectiveness of English newspaper-based instruction in enhancing English proficiency among Korean EFL learners. A total of 75 independent effect sizes were extracted from 71 primary studies published between 2000 and 2024. Using the metafor package in R, the mean effect size was calculated using a random-effects model, yielding a medium-to-large overall effect (g = 0.585). Subgroup and meta-regression analyses revealed that newspaper-based instruction significantly benefits both receptive and productive language skills, with particularly strong effects observed in productive outcomes, most notably writing. While categorical moderator variables such as school level, technology use, and instructional context did not significantly influence effect sizes, the number of participants showed a small but statistically significant negative relationship with effect size, suggesting that studies with smaller sample sizes will show larger effects. These findings indicate that English newspapers are not only valuable for developing comprehension but also serve as effective tools for promoting language production. The results highlight the potential of incorporating newspaper-based instruction across diverse educational contexts, and suggest that it can be particularly beneficial when integrated into output-oriented classroom activities.
Abstract
This meta-analysis examines the effectiveness of English newspaper-based instruction in enhancing English proficiency among Korean EFL learners. A total of 75 independent effect sizes were extracted from 71 primary studies published between 2000 and 2024. Using the metafor package in R, the mean effect size was calculated using a random-effects model, yielding a medium-to-large overall effect (g = 0.585). Subgroup and meta-regression analyses revealed that newspaper-based instruction significantly benefits both receptive and productive language skills, with particularly strong effects observed in productive outcomes, most notably writing. While categorical moderator variables such as school level, technology use, and instructional context did not significantly influence effect sizes, the number of participants showed a small but statistically significant negative relationship with effect size, suggesting that studies with smaller sample sizes will show larger effects. These findings indicate that English newspapers are not only valuable for developing comprehension but also serve as effective tools for promoting language production. The results highlight the potential of incorporating newspaper-based instruction across diverse educational contexts, and suggest that it can be particularly beneficial when integrated into output-oriented classroom activities.