Meta-Analytical Approach to the Impact of Corpus-Driven Teaching on Foreign Language Acquisition

Table 5

Analysis of the moderating effect of related factors on deep acting and foreign language learning intention.

Adjustment variable	Homogeneous assays			Name category	Independent sample	N	Effect value and confidence interval			Two-tailed test
	Between Q group						Point estimation	Lower limit	Upper limit	Z value	value
Proportion of male subjects	41.156	4	0.000	1	3	790	−0.177	−0.248	−0.104	−4.697	<0.001
				2	8	2533	−0.493	−0.659	−0.281	−4.213	<0.001
				3	3	801	−0.505	−0.578	−0.425	−10.572	<0.001
				4	3	909	−0.060	−0.320	0.208	−0.437	>0.05
				X	4	1541	−0.192	−0.401	0.036	−1.651	>0.05
	16.852	4	0.002	TQ	5	1203	−0.536	−0.712	−0.296	−3.996	<0.001
Cognitive structure of turnover scale				TQ&IQ	6	1580	−0.366	−0.618	−0.045	−2.221	<0.05
				TQ&IS	4	1818	−0.350	−0.451	−0.240	−5.940	<0.001
				TQ,IQ&IS	5	1599	−0.103	−0.214	−0.011	−1.778	>0.05
				X	1	595	−0.200	−0.276	−0.122	−4.933	<0.001
Emotional labor strategy scale	4.740	3	0.192	D	4	1191	−0.508	−0.757	−0.131	−2.565	<0.05
				G	9	3147	−0.396	−0.542	−0.226	−4.352	<0.001
				W	4	1107	−0.263	−0.419	−0.091	−2.965	<0.05
				X	4	1350	−0.108	−0.372	0.172	−0.753	>0.05