The effect of contemporary learning approaches on academic success in teaching English: A meta-analysis study

In the modern world, foreign language continues to exist as an indispensable tool. Among those used as a second language, English is one of the most widely used foreign languages in the world. In addition to being the language of science, the fact that people are in contact with people who speak English easily online or in real life reveals the value of knowing English. For this reason, English maintains its importance in Turkey and time, effort and money are spent for students to learn this language. Therefore, as a reflection of these efforts, contemporary approaches have taken their place in our education system since 2005, when the constructivist approach was integrated into the curriculum in our country. The constructivist approach, which is integrated into the English language teaching program, has an important place in modern education. In this new program, in which contemporary approaches are put into practice, it is aimed to make students more active. In studies conducted in Turkey, the effect of contemporary approaches on English course success has been investigated from past to present. The effectiveness and efficiency of these methods and applications are tested. In the experimental group, modern methods and in the control group, traditional methods are taught and researches are conducted. In order to combine the results of these studies, this meta-analysis study investigating the effect of contemporary approaches on academic achievement in English language teaching was conducted. . 90 cumulative data from a total of 67 studies were analyzed. Study type, success field and application level were selected as moderators. The results show that contemporary learning approaches have a highly positive effect with a score of 16.99. There is a difference in favor of master's degree with a significance level of 0.0 according to the 'type of publication' variable. A statistically significant difference was found with a significance level of 0.001 according to the 'success field' variable. However, all of these fields have high effect sizes. A statistically significant difference was found with a significance level of 0.0 according to the 'application level' variable. According to this variable, a high effect emerged at all levels. Teaching English, Contemporary Approaches, Contemporary Learning Approaches, Academic Success, Meta Anaysis