strategy-based teaching in elt: a meta-analysis

This metaanalysis study aimed to explore the effectiveness of strategybased teaching (sbt) in elt (english language teaching). a total of 18 original studies (2000 -2020), with 1834 participants of diverse learning and teaching contexts, conformed with the inclusion/ exclusion criteria, were employed to be analyzed in this study. to provide a comprehensive picture of the possible moderating factors, we included 21 moderators under three moderating sets. the impact of methodological criteria, such as eligibility revisions and substitution of alternative ranges of values for arbitrary or unclear decisions, was examined using sensitivity analyses. the findings revealed an overall significant, positive and medium effect of sbt on english learners’ outcomes for both fixed (g = 0.65) and random (g = 62) models. moreover, metaregression analysis results of moderating factors showed that the place, type, and design of the study had no significant predicting effect on sbt. it has been documented that the results of moderator analysis of language skills and components were also not significant. however, the results for moderating effect of language measurement instruments were found to be significant. studies that employed standardized tests for language learning measurement revealed significantly higher mean effect size in comparison with those that used teachers’ assessments. overall, sbt was found to be positively effective within a variety of teaching and learning contexts in elt.

Strategy-Based Teaching in ELT: A Meta-Analysis

This metaanalysis study aimed to explore the effectiveness of StrategyBased Teaching (SBT) in ELT (English Language Teaching). A total of 18 original studies (2000 -2020), with 1834 participants of diverse learning and teaching contexts, conformed with the inclusion/ exclusion criteria, were employed to be analyzed in this study. To provide a comprehensive picture of the possible moderating factors, we included 21 moderators under three moderating sets. The impact of methodological criteria, such as eligibility revisions and substitution of alternative ranges of values for arbitrary or unclear decisions, was examined using sensitivity analyses. The findings revealed an overall significant, positive and medium effect of SBT on English learners’ outcomes for both fixed (g = 0.65) and random (g = 62) models. Moreover, metaregression analysis results of moderating factors showed that the place, type, and design of the study had no significant predicting effect on SBT. It has been documented that the results of moderator analysis of language skills and components were also not significant. However, the results for moderating effect of language measurement instruments were found to be significant. Studies that employed standardized tests for language learning measurement revealed significantly higher mean effect size in comparison with those that used teachers’ assessments. Overall, SBT was found to be positively effective within a variety of teaching and learning contexts in ELT.