العمدة في اللسانيات وتحليل الخطاب
Volume 10, Numéro 2, Pages 48-61
2026-06-12
Revisiting Strategy Instruction: A Meta-analysis Of The Impact Of Strategy-based Instruction On Efl Learners’ Productive Skills
Authors : Ahmed Gaid Oussama . Golea Tahar .
Abstract
This study examines a corpus of 24 studies, spanning 2,876 learners. The objective is to retrospectively assess the overall effect size of the SBI approach. Anchored in extensive analysis of 24 studies (2005 and 2025). The study deploys a mixed-methods approach to quantify SBI overall effect size. Analysis and findings point toward a medium to large effect (Hedges g = 0.67, 95% CI [0.54, 0.80]) as far as productive skills are concerned, with writing, however, (g = 0.72) slightly featuring higher than speaking (g = 0.61). Analysis of moderator suggests that treatment duration, instructional setting, in addition to learner proficiency, together, shape the intervention outcomes, as is further proposed by qualitative segments.
Keywords
Meta-analysi ; Strategy-based instruction ; EFL ; Speaking ; Writing
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