| Summary: | 碩士 === 國立臺南大學 === 教育學系科技發展與傳播碩士班 === 96 === The purpose of this study is to develop the “Blended Reinforcement Strategy”(BRS) and apply this strategy to English remedial courses at elementary school. Research design includes single subject A-B design, case study and in-depth interviews. Four English underachievers at 4th grade were used as subjects. Quantitatively, students’ scores and ranking percentile were used to analyze their performance. Qualitatively, in-depth interviews and video observation were employed to investigate the insights of learning. Interpreting the data with triangulation approach, the researcher found that: (1) The significance of “blended learning” extends from face to face and on-line instruction to the integration of pedagogy and audio-visual mechanisms. (2) Learners, who received the treatment of blended reinforcement, made progress not only in English test scores, but also in the percentile of relative ranking from their own class. (3) The results of the remedial instruction reveal 3 phases (baseline, treatment and stability) and their patterns are consistent with those of the single subject A-B design. (4) To increase teacher-student interactions, on-line tutor can make use of such facilitating skills as: casual conversation, lecture and discussion, question and answer, role-playings, distant collaboration and real objects displaying. (5) Learners expressed positive viewpoints toward the strategy of on-line English instruction and the experience of media integrated learning. Although lacking in prior knowledge and learning environment, the findings imply that learning effects can be expected through the integration of instructional strategy and media attributes. In consequence, this study makes suggestions on the adoption of BRS for English remedial instruction and the approach of future research.
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