Research on Effective Teaching in High School English Classrooms from the Perspective of Second Language Acquisition

Authors

  • Xingmin Dong

    Faculty of Art and Education, Inti International University, Nilai 71800, Malaysia

    Faculty of Art and Education, Lianyungang College of Traditional Chinese Medicine, a branch of Jiangsu Union Technical Institute, Lianyungang 222000, China
  • Mohd Hanafi Mohd Yasin

    Centre for Educational Sustainability, Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i10.11580
Received: 11 August 2025 | Revised: 1 September 2025 | Accepted: 10 September 2025 | Published Online: 16 October 2025

Abstract

This study focuses on the effective teaching of high school English classrooms from the perspective of second language acquisition. Based on an in-depth analysis of relevant theories and the current research status, and through investigation, analysis, and case studies, this study reveals the existing problems in high school English teaching and proposes innovative teaching strategies. The research aims to establish a learner-centered dynamic classroom, create a favorable acquisition environment, pay attention to students' emotional factors, and enhance teachers' theoretical literacy in second language acquisition, thereby improving the quality of high school English teaching and promoting the development of students' comprehensive language abilities.Based on in-depth analysis of core SLA theories (e.g., Schmidt's Noticing Hypothesis, Swain's Output Hypothesis), we adopted the validated Chinese version of the Strategy Inventory for Language Learning and a pre-post control design for task-based teaching. Through stratified random sampling of 368 students (covering rural/urban schools, Grades 10–12) and inferential statistics (t-tests, ANOVA, correlation analysis with effect sizes), results showed: (1) Metacognitive (M = 3.06 ± 0.49) and compensation strategies (M = 3.12 ± 0.46) were most frequently used, while memory (M = 2.31 ± 0.48) and social strategies (M = 2.22 ± 0.55) were underused; (2) Girls outperformed boys in metacognitive strategy use (t = 5.82, p < 0.001, Cohen’s d = 0.62); (3) Task-based reading instruction significantly improved reading scores (experimental class post-test M = 82.3 ± 6.5 vs. pre-test M = 71.5 ± 7.2, t = 8.92, p < 0.001). The study proposes targeted strategies to optimize SLA environments and teaching models, aiming to enhance students’ comprehensive language ability and teaching quality.

Keywords:

Second Language Acquisition; High School English Effective Teaching; Metacognition Implicit Learning

References

[1] An, Y., 2021. A History of Instructional Media, Instructional Design, and Theories. International Journal of Technology in Education. 4(1), 1–21.

[2] Cirocki, A., Anam, S.U., 2024. ‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia. Language Teaching Research. 28(2), 440–465.

[3] Hinduja, P., 2021. From behaviorism to constructivism in teaching-learning process. Journal of Education and Social Sciences. 9(2), 111–122.

[4] Gultom, S., Oktaviani, L., 2022. The correlation between students’ self-esteem and their English proficiency test result. Journal of English Language Teaching and Learning. 3(2), 52–57.

[5] Klimova, B., Pikhart, M., Cierniak-Emerych, A., et al., 2021. A comparative psycholinguistic study on the subjective feelings of well-being outcomes of foreign language learning in older adults. Frontiers in Psychology. 12. DOI: https://doi.org/10.3389/fpsyg.2021.606083

[6] Goslen, A., Taub, M., Carpenter, D., et al., 2024. Leveraging student planning in game-based learning environments for self-regulated learning analytics. Journal of Educational Psychology. 117(1), 88–105. DOI: https://doi.org/10.1037/edu0000901

[7] Kim, S.K., Webb, S., 2022. The effects of spaced practice on second language learning: A meta‐analysis. Language Learning. 72(1), 269–319.

[8] Basar, Z.M., Mansor, A.N., Jamaludin, K.A., et al., 2021. The effectiveness and challenges of online learning for secondary school students–A case study. Asian Journal of University Education. 17(3), 119–129.

[9] Kadam, S., George, A.N., 2021. Prospective teachers beliefs about teaching and learning in the state of Goa. International Journal of Health Sciences. 6(S2), 5716–5734.

[10] Aziez, F., 2021. The long-term impact of learner-learner interaction on L2 English development [Doctoral dissertation]. Pannon Egyetem: Veszprém, Hungary.

[11] Kouhpayehzadeh Esfahani, M., Rashtchi, M., Rostami Abousaidi, A.A., et al., 2022. Promoting Metacognitive Awareness in Writing Assessment Tasks through Planning, Monitoring, and Evaluation: Achievements and Perceptions. Iranian Journal of English for Academic Purposes. 11(3), 50–68.

[12] Nkhi, S.E., 2022. Exploring the challenges encountered by English as second language (ESL) undergraduate students in the development of communicative competence skills: A case of three tertiary institutions in Lesotho [Unpublished Doctoral Dissertation]. University of South Africa: Pretoria, South Africa.

[13] Molnar, I.D., Dániel, M.I., 2024. Implementing task-based learning approach in EFL classroom [Undergraduate thesis]. Khmelnitsky National University: Beregszász, Ukraine. (in Hungarian)

[14] My, N.T.T., Dan, T.C., 2023. EFL students’ perceptions and practices on learning strategies towards ESP for political education: A case at School of Political Sciences, Can Tho University, Vietnam. European Journal of Alternative Education Studies. 8(2). DOI: http://dx.doi.org/10.46827/ejae.v8i2.4823

[15] Rivas, S.F., Saiz, C., Ossa, C., 2022. Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology. 13, 913219. DOI: https://doi.org/10.3389/fpsyg.2022.913219

[16] Restrepo, A., 2024. A Task-based learning to enhance eighth graders’ reading comprehension skills in a public school [Master’s dissertation]. Universidad Libre: Bogotá,Colombia. (in Spanish)

[17] Wang, Y., Wen, X., 2023. Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards. Asian-Pacific Journal of Second and Foreign Language Education. 8(1), 17.

[18] Santoianni, F., Ciasullo, A., 2023. Milestones of bioeducational approach in mind, brain, and education research. In: Rezaei, N. (ed.). Integrated Education and Learning. Springer International Publishing: Cham, Switzerland. pp. 297–318.

[19] Starks, L., 2024. A Constructivist Grounded Theory Study of the US Army’s Performance Evaluation Process and Its Impact on Minority Groups: Bias, Diversity, and Military Readiness [Doctoral dissertation]. Abilene Christian University: Abilene, TX, USA,

[20] Wei, L., 2022. Translanguaging as a political stance: Implications for English language education. ELT Journal. 76(2), 172–182.

[21] Kaddoura, S., Al Husseiny, F., 2023. The rising trend of Metaverse in education: Challenges, opportunities, and ethical considerations. Peer J Computer Science, 9, e1252. DOI: https://doi.org/10.7717/peerj-cs.1252

[22] Rasul, T., Nair, S., Kalendra, D., et al., 2023. The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41–56. DOI: https://doi.org/10.37074/jalt.2023.6.1.29

[23] Wu, S., 2024. Application of multimedia technology to innovative vocational education on learning satisfaction in China. Plos one, 19(2), e0298861. DOI: https://doi.org/10.1371/journal.pone.0298861

[24] Yang, D., Zheng, G., Wang, H., et al., 2022. Education, income, and happiness: evidence from China. Frontiers in Public Health, 10, 855327. DOI: https://doi.org/10.3389/fpubh.2022.855327

[25] Aldrup, K., Carstensen, B., Klusmann, U. 2022. Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177–1216. DOI: https://doi.org/10.1007/s10648-021-09649-y

[26] Brownlie, N., Burke, K., van der Laan, L. 2024. Quality indicators of effective teacher-created summative assessment. Quality Assurance in Education, 32(1), 30–45. DOI: https://doi.org/10.1108/QAE-04-2023-0062

[27] Iqbal, M.H., Siddiqie, S.A., Mazid, M.A. 2021. Rethinking theories of lesson plan for effective teaching and learning. Social Sciences & Humanities Open, 4(1), 100172. DOI: https://doi.org/10.1016/j.ssaho.2021.100172

Downloads

How to Cite

Dong, X., & Mohd Yasin, M. H. (2025). Research on Effective Teaching in High School English Classrooms from the Perspective of Second Language Acquisition. Forum for Linguistic Studies, 7(10), 1454–1467. https://doi.org/10.30564/fls.v7i10.11580

Issue

Vol. 7 , Iss. 10 (October 2025)

Article Type

Article

License

Copyright © 2025 Xingmin Dong, Mohd Hanafi Mohd Yasin

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.