A STUDY ON THE EFFECTS OF THE ENGLISH ALPHABET REMEDIAL INSTRUCTION ON LOW ACHIEVERS’S LEARNING OF ENGLISH IN ELEMENTARY SCHOOL

• Main Authors: Tsui-chuan Liao, 廖翠娟
• Other Authors: Ching-chi Chen
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/32333931887317581948

碩士 === 高雄師範大學 === 英語學系 === 97 === The purpose of the study is to investigate the effects of the English Alphabet Remedial Instruction (EARI) on low achievers’ learning of English in Elementary school. The designed English Alphabet material, the strategies of remedial instruction, and the multimedia were used to investigate the effects of English Alphabet remedial instruction on low achievers’ learning of English. The subjects were 30 English Potential Achievers (PEA) among the fourth to sixth grade students of Baosang Elementary School in Taitung County. The PEA received English Alphabet pre-tests and a questionnaire of English learning attitudes before the EARI program. After the 9-week intensive remedial program, the English Alphabet post-tests and the questionnaire were given to the PEA. The pre- and post-tests and the questionnaires were collected, computed and analyzed quantitatively. Besides, some open-ended were analyzed qualitatively. The major findings of the present study are summarized as follows: 1. After receiving the EARI program, the PEA had significant improvement on their abilities in listening and reading the English Alphabet. 2. After receiving the EARI program, the PEA had significant improvement on their abilities in speaking the 26 letter names and sounds. 3. After receiving the EARI program, the PEA had significant improvement on their abilities in writing the English Alphabet. 4. After receiving the EARI program, the PEA’s attitudes toward their abilities of learning the English Alphabet and self-confidence in learning had significant improvement. 5. The PEA agreed to the designed materials of the EARI, which are useful to them in learning the English Alphabet. On the basis of the study findings, it is suggested the low achieving students can have significant improvement if given the proper remedial instruction, material, and multimedia. It is also suggested that English teachers can apply the English Alphabet remedial instruction to help students who have difficulties in learning the English Alphabet.