Effectiveness of Interventions on Improving English Language Learners' Intelligibility and Comprehensibility: A Meta-Analytic Review

• In Event: Countering Deficit Ideologies Surrounding English Language Learners in K–12 Settings

Abstract

This meta-analysis examined the effectiveness of interventions aiming to improve the intelligibility and comprehensibility of L2+ English speakers, either from the perspective of speakers’ productions or listeners’ perceptions. Robust variance estimation generated significant effect sizes for interventions on L2+ English speakers (n=14, g=0.47), L1 English speakers (n=10, g=0.25), and both (n=24, g=0.38). The moderating analyses revealed that the measures of intelligibility and comprehensibility, and speech task type, were significant factors explaining the effect size variation. However, the length of rating scales did not differentiate the effectiveness of interventions. The findings were discussed in comparison with other reviews of second language pronunciation instruction and with respect to their practical and pedagogical relevance.

Authors

• Xueyan Hu, China Three Gorges University

• Li-Jen Kuo, Texas A&M University - College Station

• L. Quentin Dixon

• Brandon Cooper

• Ginessa Payne, Texas A&M University - College Station