Home Literacy Environment and English as A Second Language Acquisition: A Meta-analysis

Yang Dong; Bonnie Wing-Yin Chow

doi:10.1080/15475441.2021.2003197

Home Literacy Environment and English as A Second Language Acquisition: A Meta-analysis

Yang Dong, Bonnie Wing-Yin Chow^*

^*Corresponding author for this work

Department of Social and Behavioural Sciences

Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review

15 Citations (Scopus)

67 Downloads (CityUHK Scholars)

Abstract

This paper is a quantitative synthesis of research on home literacy environment (HLE) and children’s English as a second language (ESL) learning outcomes through a meta-analysis of 18 articles in kindergarten, primary, and secondary school students (N = 4401) carried out between 2000 and 2018. It examines the associations between HLE factors and children’s ESL performance. Results showed the effect sizes between HLE factors and children’s ESL performance was small to moderate. Family members shared a similar effect size on children’s ESL performance. Parental literacy teaching behaviors have stronger effects on children’s ESL ability than parental beliefs on their children’s English learning and the availability of learning resources at home. These results highlight the importance of HLE and indicate the relative contributions of specific HLE factors on children’s ESL acquisition.

Original language	English
Pages (from-to)	485-499
Journal	Language Learning and Development
Volume	18
Issue number	4
Online published	25 Jan 2022
DOIs	https://doi.org/10.1080/15475441.2021.2003197
Publication status	Published - 2022

Funding

The work described in this paper was supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (Project No. 11603819).

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This full text is made available under CC-BY 4.0. https://creativecommons.org/licenses/by/4.0/

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This output contributes to the following UN Sustainable Development Goals (SDGs)

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title = "Home Literacy Environment and English as A Second Language Acquisition: A Meta-analysis",

abstract = "This paper is a quantitative synthesis of research on home literacy environment (HLE) and children{\textquoteright}s English as a second language (ESL) learning outcomes through a meta-analysis of 18 articles in kindergarten, primary, and secondary school students (N = 4401) carried out between 2000 and 2018. It examines the associations between HLE factors and children{\textquoteright}s ESL performance. Results showed the effect sizes between HLE factors and children{\textquoteright}s ESL performance was small to moderate. Family members shared a similar effect size on children{\textquoteright}s ESL performance. Parental literacy teaching behaviors have stronger effects on children{\textquoteright}s ESL ability than parental beliefs on their children{\textquoteright}s English learning and the availability of learning resources at home. These results highlight the importance of HLE and indicate the relative contributions of specific HLE factors on children{\textquoteright}s ESL acquisition.",

author = "Yang Dong and Chow, {Bonnie Wing-Yin}",

year = "2022",

doi = "10.1080/15475441.2021.2003197",

language = "English",

volume = "18",

pages = "485--499",

journal = "Language Learning and Development",

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T1 - Home Literacy Environment and English as A Second Language Acquisition

T2 - A Meta-analysis

AU - Dong, Yang

AU - Chow, Bonnie Wing-Yin

PY - 2022

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N2 - This paper is a quantitative synthesis of research on home literacy environment (HLE) and children’s English as a second language (ESL) learning outcomes through a meta-analysis of 18 articles in kindergarten, primary, and secondary school students (N = 4401) carried out between 2000 and 2018. It examines the associations between HLE factors and children’s ESL performance. Results showed the effect sizes between HLE factors and children’s ESL performance was small to moderate. Family members shared a similar effect size on children’s ESL performance. Parental literacy teaching behaviors have stronger effects on children’s ESL ability than parental beliefs on their children’s English learning and the availability of learning resources at home. These results highlight the importance of HLE and indicate the relative contributions of specific HLE factors on children’s ESL acquisition.

AB - This paper is a quantitative synthesis of research on home literacy environment (HLE) and children’s English as a second language (ESL) learning outcomes through a meta-analysis of 18 articles in kindergarten, primary, and secondary school students (N = 4401) carried out between 2000 and 2018. It examines the associations between HLE factors and children’s ESL performance. Results showed the effect sizes between HLE factors and children’s ESL performance was small to moderate. Family members shared a similar effect size on children’s ESL performance. Parental literacy teaching behaviors have stronger effects on children’s ESL ability than parental beliefs on their children’s English learning and the availability of learning resources at home. These results highlight the importance of HLE and indicate the relative contributions of specific HLE factors on children’s ESL acquisition.

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DO - 10.1080/15475441.2021.2003197

M3 - RGC 21 - Publication in refereed journal

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EP - 499

JO - Language Learning and Development

JF - Language Learning and Development

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Home Literacy Environment and English as A Second Language Acquisition: A Meta-analysis

Abstract

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GRF: Anxiety in Learning English as a Foreign Language among Chinese Children: The Roles of Parental Literacy Beliefs and Practices

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Home Literacy Environment and English as A Second Language Acquisition: A Meta-analysis

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GRF: Anxiety in Learning English as a Foreign Language among Chinese Children: The Roles of Parental Literacy Beliefs and Practices

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