| { | |
| "original_study": { | |
| "claim": { | |
| "hypothesis": "Previous research…suggests that, once controlling for individual and familial background factors, the bilingual students will, on average, have higher scores in English as a foreign language compared to the monolingual group. Therefore we hypothesize similar advantages for the bilingual students in the present sample (Hypothesis 1a).", | |
| "hypothesis_location": "Section 1: Introduction; Subsection 1.4: Research questions; p. 78-79", | |
| "statement": "Given comparable individual and familiar background characteristics bilingual group membership is positively associated with English foreign language achievement.", | |
| "statement_location": "Section 3: Results; Subsection 3.2: Bilingualism and English achievement; p. 80.", | |
| "study_type": "Observational" | |
| }, | |
| "data": { | |
| "source": "Assessment of Reading and Mathematics Development Study", | |
| "wave_or_subset": "NA", | |
| "sample_size": "2946", | |
| "unit_of_analysis": "Student", | |
| "access_details": "not stated", | |
| "notes": "The final sample size (after cleaning) was 2835 students nested in 134 elementary\nschool classes." | |
| }, | |
| "method": { | |
| "description": "The authors use regression analysis, controlling for background characteristics, to explore the effect of bilingualism on English language achievement in school.", | |
| "steps": "(1) Clean the data by keeping only those with language information; (2) the bilingual group was divided into five proficiency groups from a standardized competency scale; (3) construct the English language achievement measure using weighted likelihood estimates (WLEs) for individual person parameters; (4) conducted all analyses using five imputed datasets, in which the missing values were replaced by plausible values.", | |
| "models": "uncontrolled regression model; regression model including controls", | |
| "outcome_variable": "English language achievement", | |
| "independent_variables": "Bilingualism", | |
| "control_variables": "general cognitive abilities, gender, age, socio-economic status, parental education, and cultural capital", | |
| "tools_software": "MPlus 5.21" | |
| }, | |
| "results": { | |
| "summary": "the bilingual group had a relatively slight advantage (b = 2.68), which can be interpreted as just over a quarter of a school year's achievement.", | |
| "numerical_results": [ | |
| { | |
| "outcome_name": "English achievement", | |
| "value": "2.68", | |
| "unit": "not stated", | |
| "effect_size": "just over a quarter of a school year's achievement", | |
| "confidence_interval": { | |
| "lower": "not stated", | |
| "upper": "not stated", | |
| "level": "not stated" | |
| }, | |
| "p_value": "<0.01", | |
| "statistical_significance": "1% level", | |
| "direction": "Positive" | |
| } | |
| ] | |
| }, | |
| "metadata": { | |
| "original_paper_id": "10.1016/j.learninstruc.2014.12.001.", | |
| "original_paper_title": "The effect of speaking a minority language at home on foreign language learning.", | |
| "original_paper_code": "not stated", | |
| "original_paper_data": "not sated" | |
| } | |
| } | |
| } | |