學生的家庭社經地位與英語學習成就關聯之後設分析

Meta-Analysis of the Relationship Between Students’Family Socioeconomic Status and English Learning Achievement

基於社會階層化理論，家庭社經地位對於英語學習表現仍有影響力，然而國內對於這方面的瞭解知之甚少。本研究蒐集臺灣地區23篇碩士、博士論文和期刊論文，後設分析學生的家庭社經地位與英語學習成就之間的關聯性發現，學生的家庭社經地位與英語學習成就關聯性的整體效果量為.35，家庭社經地位對英語學習成就的解釋變異量為12.25%。在理論推導的調節變項方面，國中的效果量大於國小、2011年到2023年效果量高於2000至2010年的研究文獻、以教育程度與職業聲望和英語學習成就關聯的效果量高於以教育程度、職業聲望與經濟收入組合和英語學習成就關聯的效果量；以標準化英語學習成就測驗的效果量高於非標準化測驗。在研究設計推導的調節變項方面，離島地區的效果量大於臺灣本島，樣本數為401~1,000筆的效果量大於400以下及1,001筆以上樣本；未出版論文的效果量大於已出版。綜合上述，提供實務與研究之建議。

Based on the social stratification theory, family socioeconomic sta¬tus 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 ex¬plained 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 re¬search literature from 2000 to 2010, and the effect size of the correlation between education level and occupational prestige and English learning achievement was higher than the effect size of the association between the combination of education level, occupational prestige and economic income and English learning achievement; the effect size of the standard¬ized English learning achievement test was higher than that of the non-standardized test. In terms of the moderating variables derived from the research design, the effect size of island areas was larger than that of Tai¬wan itself. The effect size of samples with a sample number of 401~1,000 was larger than that of samples below 400 and above 1,001. The effect size of unpublished papers was larger than that of published papers. Based on the above, practical and research suggestions were provided.