| Summary: | 碩士 === 康寧大學 === 應用外語研究所 === 104 === The phenomenon of bimodal distribution in English education is especially serious between cities and countries in Taiwan. What are the factors involved in students’ English learning difficulties in remote area. The purpose of this study was to explore students’ English learning condition in remote elementary school and to investigate the relationship between English learning difficulties and personal background, family environment and school environment. Both quantitative and the qualitative methods were applied to the research subjects which were high graders in a remote elementary school in Changhua.
Questionnaire survey was first used to explore personal background, family environment and school environment of these 112 samplings. Moreover, interview with 18 students who were selected from the last 35% of all samplings according to their English scores to have an in - depth knowledge of students’ English learning condition.
The findings of this study were summarized as follows:
1. Students’ English learning status in remote school including high proportion of singleparent, grand-parenting and new immigrant family and below average socioeconomic status. Students think that the family and school resources for English learning are insufficient.
2. Students’ background including family structure and English tutoring experience are correlated with English learning in remote school. Students’ family environment in aspects of parents’ expectation, cultural capital, learning resources and learning atmosphere are correlated with English learning in remote school. Students’ school environment in aspects of teachers and teaching, class learning atmosphere and school resources have no significant correlation with English learning in remote school.
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