Second Language Acquisition (SLA) Theory: A Reflection from Indonesian Classrooms
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-38Keywords:
Second Language Acquisition, Indonesian classroom, The multilingual country, Corrective feedback, The roles of technologyAbstract
This article discusses how Second Language Acquisition (SLA) theories can help English teachers in Indonesian classrooms. Naturalistic classroom observation was employed to generate authentic field data from students. Field notes were written up during and immediately following the observation sessions to ensure a detailed record of events and interactions. A part of increasing the credibility of data is that observations were repeated through multiple sessions, and later compared with interview findings to allow triangulation. It explains that students learn English while still using local languages such as Javanese and Sundanese. These local languages influence pronunciation, interaction, confidence, and learning strategies. The article also describes the importance of supportive corrective feedback, classroom interaction, and balanced use of local languages. In addition, it explains how technology, mobile applications, and AI tools are changing the role of English teachers. Rather than replacing teachers, technology helps students practice English more often, while teachers guide students in meaningful, ethical, and confident language learning. Teaching implications are also discussed in this paper as well.
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Copyright (c) 2026 Dwi Poedjiastutie, Desvira Anabelastova (Author)
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