Gearing Up: Empowering Underachievers to Transition from Primary to Secondary English Learning

This qualitative case study explores the role of supplementary English lessons in supporting underachieving sixth-grade students in Korea as they transition to secondary education. By focusing on two students, the study examines how personalized instruction and scaffolding strategies improved their foundational language skills and academic confidence. Data were collected through teacher journals, lesson audio recordings, student reflections, and interviews, revealing four key themes: scaffolding and individualized instruction, socioeconomic factors and access to academic support, grammar as a key focus for secondary school preparation, and emotional and motivational support through critical pedagogy. The findings demonstrate that supplementary lessons significantly enhanced the students’ academic abilities and confidence, helping to bridge the gap between primary and secondary English curricula. While existing research addresses English underachievement, the specific challenges these students face during the transition from primary to middle school remain underexplored. The study highlights the need for tailored support programs to address educational disparities and ensure smoother transitions for underachieving students in English language learning. The study concludes with pedagogical implications, advocating for the institutionalization of supplementary programs and greater curriculum continuity between primary and secondary education. Future research should examine the long-term effects of these approaches and explore strategies to promote equity in educational support.