| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 102 === The study proposes to investigate English learning predicaments of disadvantaged junior high school students taking into account various factors such as gender, their disadvantaged background and English academic achievement. Furthermore, the differences among gender, disadvantaged background and English academic achievement are examined in the study as well in order to explore how English learning predicaments in terms of family, school, communal learning environment and cultural differences are affected. A total of 110 subjects were purposively chosen from a Tse-huei Class in Taoyuan County for completing the questionnaire regarding their English learning predicaments. After collecting data from the questionnaires, an independent samples t-test and one-way ANOVA were used to analyze the data. The results of the study were as follows.
1. Most disadvantaged students had more predicaments in terms of parents’ expectation and parents’ involvement, but fewer in family economics and communal learning environment. Students with high English academic achievement had the fewest predicaments in terms of school factors and cultural differences in all English academic achievement levels.
2. There were no significant differences between male and female students in all four factors of English learning predicaments.
3. There were no significant differences among different disadvantaged backgrounds in all four factors of English learning predicaments.
4. Students with high English academic achievement had significantly the fewest predicaments in content and course, teaching, school learning environment and cultural differences as compared with students with medium and low English academic achievement levels.
Based on the conclusions of the study, suggestions are made as reference for teachers, schools, parents and related educational institutions for practical use, followed by suggestions for future research.
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