| Summary: | 碩士 === 高雄師範大學 === 英語學系 === 97 === This study aimed to examine the effects of English remedial teaching on underachieving students in junior high school in terms of their English learning achievement, English learning attitude and responses to English remedial instruction in the resource room. The study used experimental teaching to practice English remedial instruction on the underachieving students. The subjects came from the students in the 7th grade of Ren-Wu Junior High School. 5 students were chosen and evaluated as the last 10％ English score in the first semester of the 96th academic year. They were also transited by the Association of Identification and Guidance. The students underwent fourteen-week English remedial teaching courses.
Data was collected by the researcher. To examine differences in students’ English learning attitudes, “the Questionnaire of English Learning Attitude” was administered to the students before and after the remedial teaching. Nonparametric test was used to analyze “English Achievement Test” and “Questionnaire of English Learning Attitude”. The researcher also interviewed students to know students’ responses to English remedial instruction in the resource room. Besides, the researcher investigated the suitability of English remedial instruction through the reaching results and students’ performances.
The major conclusions drawn from this study were as follows:
1. Underachieving students of this study made improvement in vocabulary, listening, sentence and conversation recognition.
2. The results of underachieving students’ English learning attitude were not significant.
3. Students’ responses to English remedial instruction in the resource room were positive.
4. It was necessary to conduct the English remedial instruction in junior high schools.
Results of the study indicated that English remedial instruction improved underachieving students’ English performances. Suggestions for practicing English remedial instruction and for future studies were presented.
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