| Summary: | 碩士 === 國立高雄科技大學 === 應用外語系 === 107 === This study aims to investigate reading difficulty for early EFL (English as a foreign language) students. Three grade four elementary school students identified as being at-risk in reading were recruited as participants and an action-research methodology was adopted for this study. As literature has shown a strong link of phonological awareness (PA) with reading development, based on their weaknesses of PA skills in the pre-test, an eight-week multisensory-incorporated ARCS model of intervention was delivered. A posttest and instructional material motivation interview (IMMI) were administered as instruments and triangulated with researcher’s instructional observations, field notes and teachers’ interviews. The results revealed that two participants made improvements in PA measures with an average of 15% improvement, reaching the same level as their peers. Although one participant demonstrated a 10% recession, the IMMI revealed that, overall, the participants were highly motivated toward the intervention. However, among the four dimensions of ARCS model, students were showing a low confidence level after the intervention.
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