學生的家庭社經地位與英語學習成就關聯之後設分析

• Published in: School Administrators no. 156; pp. 310 - 338
• Main Author: 張芳全(Fang-chung Chang)
• Format: Journal Article
• Language: Chinese
• Published: 台灣 社團法人中華民國學校行政研究學會 16.03.2025
• Subjects: effect size; English learning achievement; family socioeconomic status; meta-analysis; 家庭社經地位; 後設分析; 效果量; 英語學習成就; 家庭社經地位; 效果量; 後設分析; family socioeconomic status; 英語學習成就; English learning achievement; meta-analysis; effect size
• ISSN: 1606-8300
• DOI: 10.6423/HHHC.202503_(156).0010

Based on the social stratification theory, family socioeconomic status still has an impact on English learning performance. However, little is known about this aspect in Taiwan. This study collected 23 master’s and doctoral theses and journal papers in Taiwan, and meta-analysis was employed the correlation between students’ family socioeconomic status and English learning achievement. It was found that the overall effect size of the correlation between students’ family socioeconomic status and English learning achievement was .35, that is, the amount of variation explained by family socioeconomic status on English learning achievement was 12.25%. In terms of the theoretically derived moderating variables, the effect size of junior high schools is larger than that of elementary schools, the effect size from 2011 to 2023 was higher than that of research literature from 2000 to 2010, and the effect size of the correlation between education level and occupational prestige and English learning achievement was high