A Network Meta-Analysis of Teaching Methods Influencing English Reading
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Abstract
The current research endeavor aimed to first analyze the overall effect size of the teaching methods on English reading. Secondly, we strove to study characteristics of research that impacted the effect size of different teaching methods on English reading. Lastly, we would like to compare effect sizes of different teaching methods on English reading. Data were collected from various national journals from the TCI tier 1 in the field of social sciences and international journals from Scopus from the year 2012 to 2021 based on PICO search. The research studies that passed the criteria were further selected based on the PRISMA protocol; also, the publication bias was investigated. The obtained data went through the meta-analysis and network meta-analysis to find out answers for the research questions.
The results of the meta-analysis revealed that first, the overall effect size of the teaching methods on students’ English reading was considered in the middle range (0.62). Next, group work and instructional management based on mutual psychology impacted the effect sizes of different teaching methods on English reading. The effect size of the group that did not implement group work on different teaching methods was greater than the counterpart that did so. Moreover, the effect size of the group that adopted mutual psychology was greater than the one that did not. The network meta-analysis discovered that the reading strategy had the most significant effect on English reading, followed by the effect size of computer-assisted instruction, and traditional learning, which accounted for the least influential.
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References
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