메타 분석을 통한 수준별 영어 수업의 효과 크기 분석

A meta-analysis on the effects of four skills in level differentiated English classes.

Many studies have reported on the effects of level differentiated English classes, but the results are inconclusive. This study aims to investigate the overall effect of four skills in level differentiated English classes. The research is based on 11 primary studies that have been published in Korea from 2003 to 2017. The results indicate that level differentiated English classes had an overall high effect size (𝑑 ̅= 0.74). More specific findings of meta-analysis are as follows. First, grouping (𝑑 ̅ = 0.97). Second, applying level differentiated English classes to students in elementary school, middle school, high school and university, the effects are positive with the exception of middle school students. Third, based on language skills, it is effective for improving listening (𝑑 ̅ = 0.88), reading (𝑑 ̅ = 0.87), and speaking (𝑑 ̅ = 0.85). Fourth, when considering how to group students according to ability, grouping by pre-evaluation ( 𝑑 ̅ = 0.98) is more effective than relying on the students’ achievements in previous term (𝑑 ̅ = 0.68). The pedagogical implications and suggestions are further discussed.