L1-mediated strategies in primary and secondary English grammar classrooms: A systematic review

Description

To explore the types of L1-mediated pedagogies adopted in ESL/EFL grammar instruction and their effects at primary and secondary levels, this study adopts a systematic review methodology.This review found multiple areas of overlap in classroom implementations despite the use of different labels, as well as instances where the same label was used to describe different classroom practices. There was also substantial variability in the frequency, and purpose of L1 use, and how these were measured and reported. The overall poor quality of the included studies precluded a more confident conclusion on the potential effects of the heritage language use on English-L2 grammar development. This data set includes the systematic review protocol registration with IDESR, which details the search tools, databases used, and the eligibility criteria applied during screening and identification of eligible studies. The search terms, search results and records excluded at both the initial screening and full-text screening stages are also included. In addition, the dataset contains the data extraction forms and quality appraisals for the studies included in the synthesis. The clear documentation of the review process provides transparency and facilitates replication of the study should the study be adapted or extended to a different context.

Steps to reproduce

Refer to the procedures outlined in https://idesr.org/article/IDESR000216.

Institutions

• University of Oxford

  England, Oxford

Categories

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