数据驱动英语教学效果实证研究的元分析  

A Meta Analysis of Empirical Research on Data-Driven English Teaching Effect

作　　者：梁晋芳 谈颖 LIANG Jin-fang;TAN Ying(International College of Krirk University)

机构地区：[1]格乐大学国际学院,泰国曼谷10220

出　　处：《教育理论与实践》2023年第21期48-52,共5页Theory and Practice of Education

摘　　要：为探究数据驱动英语教学效果,本研究采用元分析方法,运用Comprehensive Meta-Analysis 3.0对44项独立研究进行梳理分析,经过发表偏倚检验、异质性检验、效应值检验等数据整合与分析,结果表明:本研究发表偏倚可能性小,稳健性好,能够代表整体上数据驱动学习在英语教学中的运用效果;相较于传统课堂,数据驱动学习能显著提升学生英语学习成绩,应当在英语教学中推广;该模式在初中、高中、大学不同学段中运用效果良好,受试群体具有较强的普适性而广大研究多集中在大学阶段,小学、初中及高中等基础学段空间广阔;数据驱动学习正向促进学生英语词汇、阅读、翻译与写作课程的学习,而数据驱动语法学习效果不显著。基于此,本研究提出突破实施范围、具化实施过程、丰富实施策略及探究实施瓶颈四项建议。The study adopts metanalysis to explore the effect of data-driven English teaching.44 independent studies were analyzed vis Comperehensive Meta Analysis 3.0.Through the integration and analysis of data such as publication bias test,heterogeneity test and effect size test,the results showed that the possibility of publication bias in this study was small and robustness was good,which could represent the overall effect of data-driven learning in English teaching;compared to traditional classrooms,data-driven learning can significantly improve students’English learning performance and should be promoted in English teaching;this model has been applied effectively in different stages of junior middle school,high school,and university,with strong universality among the subject group while most research is focused on university stage and there is broad space for basic stages such as primary&secondary schools;data-driven learning is positively promoting students’learning of English vocabulary,reading,translation and writing courses while the effect of data-driven grammar learning is not significant.Based on this,this study proposes such four suggestions as breaking through the implementation scope,specifying the implementation process,enriching the implementation strategies,and exploring the implementation bottlenecks.

关 键 词：数据驱动学习 英语教学 英语学习 教学实施 教学效果 元分析 学习效果 

分 类 号：G642.0[文化科学—高等教育学]