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Foreign language learning and its impact on wider academic outcomes : A rapid evidence assessment

Murphy, Victoria A. ; Arndt, Henriette LU orcid ; Briggs Baffoe-Djan, Jessica ; Chalmers, Hamish ; Macaro, Ernesto ; Rose, Heath ; Vanderplank, Robert and Woore, Robert (2020)
Abstract
Background to the report:
The Education Endowment Foundation (EEF) commissioned this Rapid Evidence Assessment (REA) with a view to understanding what is known from the research literature concerning learning a foreign language (FL) and its impact on students’ wider academic outcomes. The key questions addressed examine: i) the research identifyingwhat approaches to teaching FLs are being used and what variables impact on the effectiveness of these approaches; ii) the research which has examined the influence of learning a FL (or knowing another language) on other aspects of attainment; and iii) the impact of using a non-native language as the Medium of Instruction (MoI) on language learning and academic attainment. To address these... (More)
Background to the report:
The Education Endowment Foundation (EEF) commissioned this Rapid Evidence Assessment (REA) with a view to understanding what is known from the research literature concerning learning a foreign language (FL) and its impact on students’ wider academic outcomes. The key questions addressed examine: i) the research identifyingwhat approaches to teaching FLs are being used and what variables impact on the effectiveness of these approaches; ii) the research which has examined the influence of learning a FL (or knowing another language) on other aspects of attainment; and iii) the impact of using a non-native language as the Medium of Instruction (MoI) on language learning and academic attainment. To address these questions, this REA first identified relevant extant synthesis literature (systematic reviews and/or meta-analyses) which wethenupdated by locating and reviewing more recent research that adopted either a Randomised Controlled Design (RCT) or a Quasi-Experimental Design (QED) as these research designs enable thedetermination ofunderlying causal relationships between variables.

Thereview questions posed in this REA are fundamental to our understanding of Language in Education policies and attainment. The research discussed in this report will lead to a greater understanding of the key findings in the literature, together with the trustworthiness of these findings, and will in turn enable strategic decision making regarding future research programmes,fundingfor research,and policy making.


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publishing date
type
Book/Report
publication status
published
subject
pages
239 pages
publisher
Education Endowment Foundation (EEF)
language
English
LU publication?
no
id
b8034a6d-5409-4861-b7c2-5835fb1f64fe
alternative location
https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/foreign-language-learning-and-its-impact-on-wider-academic-outcomes-a-rapid-evidence-assessment/
date added to LUP
2020-11-03 10:57:16
date last changed
2021-10-21 02:21:06
@techreport{b8034a6d-5409-4861-b7c2-5835fb1f64fe,
  abstract     = {{Background to the report:<br/>The Education Endowment Foundation (EEF) commissioned this Rapid Evidence Assessment (REA) with a view to understanding what is known from the research literature concerning learning a foreign language (FL) and its impact on students’ wider academic outcomes.  The key questions addressed examine: i) the research identifyingwhat approaches to teaching FLs are being used and what variables impact on the effectiveness of these approaches; ii) the research which has examined the influence of learning a FL (or knowing another language) on other aspects of attainment; and iii) the impact of using a non-native language as the Medium of Instruction (MoI) on language learning and academic attainment. To address these questions, this REA first identified relevant extant synthesis literature (systematic reviews and/or meta-analyses) which wethenupdated by locating and reviewing more recent research that adopted either a Randomised Controlled Design (RCT) or a Quasi-Experimental Design (QED) as these research designs enable thedetermination ofunderlying causal relationships between variables.<br/><br/>Thereview questions posed in this REA are fundamental to our understanding of Language in Education policies and attainment. The research discussed in this report will lead to a greater understanding of the key findings in the literature, together with the trustworthiness of these findings, and will in turn enable strategic decision making regarding future research programmes,fundingfor research,and policy making. <br/><br/><br/>}},
  author       = {{Murphy, Victoria A. and Arndt, Henriette and Briggs Baffoe-Djan, Jessica and Chalmers, Hamish and Macaro, Ernesto and Rose, Heath and Vanderplank, Robert and Woore, Robert}},
  institution  = {{Education Endowment Foundation (EEF)}},
  language     = {{eng}},
  title        = {{Foreign language learning and its impact on wider academic outcomes : A rapid evidence assessment}},
  url          = {{https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/foreign-language-learning-and-its-impact-on-wider-academic-outcomes-a-rapid-evidence-assessment/}},
  year         = {{2020}},
}