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영어 다독 활동의 효과: 메타분석

A Meta-Analysis of Extensive Reading Researches

채희숙
한국현대언어학회 (The Modern Linguistic Society Of Korea)|2019.05|언어연구 (Linguistic Research)|제35권 제1호|pp. 69-83|DOI 10.18627/jslg.35.1.201905.69

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참고문헌

키워드

메타분석meta-analysis효과크기effect size연구종합extensive reading다독읽기 유창성research synthesisreading proficiency
주제분류언어학

초록

Effects of extensive reading have been extensively examined by many researchers during the past about two decades. The current study aims to investigate the overall effectiveness of extensive English reading. A meta-analysis was conducted to answer research questions and to identify future research directions. Two types of empirical studies were included: those including group contrasts based on a comparison of a control group and experimental groups, and pre-post contrasts that only include experimental groups in the analysis. This study searched 31 papers from research database on extensive reading researches in a classroom setting and synthesized 48 cognitive effects and 20 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generations. Finding shows a medium effect size (ｇ=.579) for pre-post contrasts and a larger one (ｇ=.713)for group contrasts. In sum, the available research to date suggests that extensive reading improves students' reading proficiency and should be a part of language learning curricula.

Abstract

Effects of extensive reading have been extensively examined by many researchers during the past about two decades. The current study aims to investigate the overall effectiveness of extensive English reading. A meta-analysis was conducted to answer research questions and to identify future research directions. Two types of empirical studies were included: those including group contrasts based on a comparison of a control group and experimental groups, and pre-post contrasts that only include experimental groups in the analysis. This study searched 31 papers from research database on extensive reading researches in a classroom setting and synthesized 48 cognitive effects and 20 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generations. Finding shows a medium effect size (ｇ=.579) for pre-post contrasts and a larger one (ｇ=.713)for group contrasts. In sum, the available research to date suggests that extensive reading improves students' reading proficiency and should be a part of language learning curricula.

참고문헌 (54)

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