Post Title | Strength of Evidence | Type of Study | Direction of Evidence |
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Understanding and responsiveness in the trauma-informed adult ESL classroom | Suggestive | Suggestive evidence | N/A |
The home environment and Asian immigrant children’s early literacy skills | Suggestive | Suggestive evidence | N/A |
Language policies and programs for adult immigrants in Canada: Deconstructing discourses of integration | Suggestive | Suggestive evidence | N/A |
Diaspora literacies | Suggestive | Suggestive evidence | N/A |
Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skills | Suggestive | Suggestive evidence | No impact |
Conducting a community-based ESOL programme needs analysis | Suggestive | Suggestive evidence | N/A |
A need to be needed: The intersection between emotions, apprenticeship, and student participation in an adult ESL literacy classroom | Suggestive | Suggestive evidence | N/A |
Implementing a year-long reading while listening program for Japanese University EFL students: Computer Assisted Language Learning | Suggestive | Suggestive evidence | Inconclusive or mixed impact |
English-only instruction and immigrant students in secondary schools: A critical examination | Suggestive | Literature review | N/A |
Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation | Suggestive | Suggestive evidence | N/A |
Bilingual education in the United States: An historical overview and examination of two-way immersion | Suggestive | Suggestive evidence | N/A |
Blended learning program: An alternative solution to improve students TOEFL score | Suggestive | Suggestive evidence | Positive impact |
A participatory EFL curriculum for the marginalized: The case of North Korean refugee students in South Korea | Suggestive | Suggestive evidence | No evidence about impact |
A resource-oriented functional approach to English language learning | Suggestive | Suggestive evidence | N/A |
Factors shaping bilingual and ESL teachers’ perceptions of successes and barriers in meeting emergent bilingual students’ needs | Suggestive | Suggestive evidence | N/A |
Exploring early reading instructional strategies to advance the print literacy development of adolescent SLIFE | Suggestive | Suggestive evidence | Positive impact |
Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing task | Suggestive | Suggestive evidence | N/A |
“If I speak English, what am I? I am full man, me”: Emotional impact and barriers for refugees and asylum seekers learning English | Suggestive | Suggestive evidence | N/A |
English language learning barriers of Afghan refugee women in Australia | Suggestive | Suggestive evidence | N/A |
Supporting immigrant families and rural schools: The boundary-spanning possibilities of an adult ESL program | Suggestive | Suggestive evidence | N/A |
Head Start, two-generation ESL services, and parent engagement | Moderate | Impact evaluation | Positive impact |
Learning communities finding common ground for the common good | Suggestive | Suggestive evidence | N/A |
Using gamification to support learning English as a second language: A systematic review | Strong | Systematic review | Positive impact |
Thirty-five years of ISLA on form-focused instruction: A meta-analysis | Strong | Meta-analysis | Positive impact |
School drama: Using drama for oracy in an EAL/D classroom | Suggestive | Suggestive evidence | Positive impact |
Workplace ESOL goes digital: Expanding opportunities for English language learning | Suggestive | Suggestive evidence | Positive impact |
Digital simulation games in CALL: A research review | Strong | Systematic review | Positive impact |
Retrospect and prospect of comuter assisted English language learning: A meta-analysis of the emprical literature | Strong | Meta-analysis | Positive impact |
Developing mental orthographic representations in refugee spellers with low literacy: How much input is too much? | Moderate | Impact evaluation | Inconclusive or mixed impact |
The effects of a two-generation English as a second language (ESL) intervention on immigrant parents and children in Head Start | Moderate | Impact evaluation | Positive impact |
The health literacy and ESL study: A community-based intervention for Spanish-speaking adults | Moderate | Impact evaluation | Positive impact |
A cardiovascular health intervention for Spanish speakers: The health literacy and ESL curriculum | Moderate | Impact evaluation | Positive impact |
The effects of a game-enhanced learning intervention on foreign language learning | Moderate | Impact evaluation | Positive impact |
Differences in language proficiency and learning strategies among immigrant women to Canada | Suggestive | Suggestive evidence | N/A |
The use of video games in teaching EFL students to write arguments | Moderate | Impact evaluation | No impact |
“Keeping words in context”: Language policy and social identification in an immigrant job training program | Suggestive | Suggestive evidence | N/A |
Spoken word poetry with multilingual youth from refugee backgrounds | Suggestive | Suggestive evidence | No evidence about impact |
Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK | Suggestive | Suggestive evidence | N/A |
The learn act: A bipartisan legislative proposal to advance educational opportunities for immigrants and English learners | Suggestive | Suggestive evidence | N/A |
“J’aime to be funny!”: Humor, learning, and identity construction in high school English as a second language classrooms | Suggestive | Suggestive evidence | N/A |