| Summary: | 碩士 === 國立屏東大學 === 英語學系碩士班 === 107 === This study intends to explore English learning predicaments of disadvantaged elementary school students in terms of gender, disadvantaged backgrounds, and English academic achievement. One hundred and thirty-eight participants were recruited from five aboriginal elementary schools in Sandimen Township. In addition, the differences among gender, disadvantaged background, and English academic achievement are examined to explore how English learning predicaments are affected in terms of family, school, communal learning environment, and cultural differences. Two data analyses were applied. First, the researcher adopted the quantitative analysis based on the questionnaires. Afterwards, the qualitative analysis was conducted according to the results of open-ended questions in the questionnaires. Based on the data analyses, the major findings are presented as follows:
1. There were no significant differences owing to gender among the students in all four factors of English learning predicaments.
2. There were significant differences among different disadvantaged backgrounds in part of the four factors of English learning predicaments.
3. Most disadvantaged students had more predicaments in parental expectation and participation. In addition, those in low-income families had more predicaments in content and course as well as communal factor. Grandparenting students had more predicaments in parents ‘participation while aboriginal students in teaching.
4. Students with low English academic achievement had significantly more predicaments in parental expectation, parental involvement, and cultural differences compared to students with high and medium levels.
Based on the results, suggestions are provided to teachers, schools, parents for practical use, followed by suggestions for future research.
|
|---|
