A meta-analysis of different instructional effects on English underachievers

Researches on teaching English to underachievers have shown mixed effects in the frequency and period of the underachieving classes, appropriate activities, materials and teaching strategies. This study is to clarify the mixed results of English underachievement researches and find effective instructional types and conditions for English underachievers in areas of activities, materials, strategies and programs. 47 underachievement studies were selected and categorized into activity-focused, material-focused, strategy-focused and program-focused instructions. These studies are analyzed to derive the average effect sizes of researches for each category. The result indicated significant effect sizes in program-focused (1.208), activity-focused (1.135), strategy-focused (0.841) and material-focused (0.572). The result showing the most improvement was when the instructional group size was less than 10 (1.214). The size of improvement was in negative correlation to group size. The most effective number of class times was 11-20 times (1.162), and when the instruction lasted 1-4 weeks (1.107). The period of instruction was in negative correlation to the achievement of underachievers beyond 4 weeks. These findings can be used to design English underachievement programs by using the attained information as a guide line for number of classes, class size and instructional period to set up English supplementary classes for underachievers. (Korea National University of Education)