Abstract
Objectives The purpose of this study was to specify the effects of English language instruction for underachievers in secondary schools through a quantative meta-analysis. Methods 68 experimental studies were collected and analyzed in terms of dependent variables (English proficiency, affective domain), controlled variables (research type, region, school type, group size, instructional period and duration), and independent variables (10 types of instructional methods and approaches). Results The result of the meta-analysis was that the overall mean effect size was .741. The effect size of English proficiency was .787, and the effect size of affective domain was .949. Some statistical differences were found in some subcategories of each variable. Conclusions Almost all teaching types and methodologies were effective to some extent in English language instruction for underachievers in secondary schools, however the effect size was different depending on the variables.
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