Effects of English language instruction for underachievers in the elementary school: A meta-analysis

Abstract

This paper presents a quantitative meta-analysis of 55 experimental studies on teaching English language for underachievers at the primary school. For this purpose, the study employed an analytical category including 9 sub-categories including publication type, grade, region, treatment period, instructional method, and dependent variable. Statistical data from individual research such as the number of subjects, mean, and standard deviation were examined and analyzed according to systematic procedures for meta-analysis. The result of meta-analysis was that the mean effect size of English language instruction for low achievers at the elementary school was 1.319, a very large effect. The treatment period of 9-16 weeks was more effective than over 17 weeks. It was also found that instruction focusing reading skill had larger effect than program or teaching-learning model-based teaching. No statistical differences were found in sub-categories of dependent variables, English competence and affective factors. Pedagogical implications are drawn from the findings and suggestions were made for further research.