Abstract
The integration of Second Language Acquisition (SLA) theory into instructional design has become a relevant approach to enhancing the effectiveness of language learning. This article aims to analyze the major concepts and theories of SLA and examine their application in the development of instructional design for language learning. The study employs a qualitative approach using a library research method. Data were collected from various relevant academic sources, including journal articles, books, conference proceedings, theses, and other scholarly publications. Data analysis was conducted through a descriptive-analytical approach using content analysis of the concepts of comprehensible input, interaction, language production (output), noticing, and sociocultural theory, as well as instructional design components. The findings indicate that the integration of SLA principles can support the development of more systematic, communicative, and learner-centered instruction. The implementation of comprehensible input, interactive activities, language production, scaffolding, collaboration, and feedback has the potential to enhance learners’ engagement, comprehension, retention, and communicative competence. However, its implementation faces challenges related to differences in learners’ abilities, limitations of time and instructional media, and teachers’ competencies. Therefore, optimizing the integration of SLA into instructional design requires adaptive learning design, continuous professional development for teachers, effective utilization of learning resources, and ongoing evaluation.
