A Meta-Analysis on the Effects of Listening Instruction Across School Levels in Korean Context

김현정; Maeng, Unkyoung (맹은경)

A Meta-Analysis on the Effects of Listening Instruction Across School Levels in Korean Context

Modern English Education
Abbr : MEESO
2016, 17(2), pp.21-51
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching
Published : May 31, 2016

김현정 ¹, Maeng, Unkyoung ¹

¹아주대학교

Accredited

ABSTRACT

Many studies have reported on the effects of listening instruction in the Korean context, but the reported results are not conclusive. Therefore, this study aims to investigate the overall effect of listening instruction for Korean L2 learners. This study also aims to examine the effects of listening instruction dependent on the different listening approaches, listening types, and individual activities across school levels. Through a comprehensive search on multiple electronic data bases, 138 primary studies were selected and 153 samples were coded into CMA software to calculate effect sizes by computing Hedge’s g. The results of this meta-analysis showed a medium effect on listening instruction for Korean L2 learners (ES = .594). Both the top-down and the bottom-up approaches have medium effects on listening instruction for Korean L2 learners. All types of listening (extensive, intensive, reactive, and selective listening) also have medium effects on listening instruction. The most effective activity of listening instruction in Korean context was found to be a shadowing activity. Detailed findings and pedagogical suggestions are also discussed.

KEYWORDS

meta-analysis, listening comprehension, listening approaches, listening types, listening activities

Citation status

* References for papers published after 2023 are currently being built.

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