Exploring Effectiveness and Moderators of Language Learning Strategy Instruction in Second Language and Self-Regulation Outcomes

• In Event: Enhancing Learning, Professional Development, and Second Language Research: International Issues and Perspectives

Abstract

This meta-analysis synthesized most recent (2008-2014) research on strategy instruction (SI) effectiveness in order to estimate SI effects and their moderators for two domains: language and self-regulation. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulation domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large: d = 0.78 and d = 0.87, for language and self-regulation, respectively. A number of context (e.g., ESL/EFL/FL setting), treatment (e.g., SI delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language learning versus self-regulation domains. Implications for theory, practice, and research are discussed.

Authors

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Zhe Wang, Washington State University - Pullman

• Olusola Olalekan Adesope, Washington State University