體驗區
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| 篇名 |
補救教學計畫對以英語為外語的低成就初階學習者之成效
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| 並列篇名 |
Effects of a Remedial Program on Beginner-Level, Low-Achieving EFL Learners
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| 作者 |
胡翠君(Tsui-Chun Hu)
、許媖茹(Ying-Ju Hsu)
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| 中文摘要 |
縮小學習成就落差，以及如何最大化教學效能一直是廣泛討論的議題。然而，針對以英語為外語（EFL）的低成就初階學習者，所需擬定系統化補救教學的組成要素及其成效之相關研究卻很有限。有鑑於此，本研究提出一補救教學計畫，針對EFL低成就學習者的詞彙和文法句型做教學介入，並提供此教學介入在教材教法、教學流程、教學活動設計以及促進學習者參與等方面的特色做法。本研究參與者為來自臺灣6所國中的11位教師和567位七年級學生，567名學生皆接受英語文能力認證及診斷系統（DCEC）的詞彙量和文法句型測驗作為前測，根據測試結果，將117名在兩子測驗中皆未達到國小四年級程度的學生分為實驗組和對照組，實驗組（N=56）接受實驗教學模組，而對照組（N=61）則接受傳統教學。本研究結果顯示，接受補救教學配套的實驗組學生在詞彙和文法句型的表現較佳。本研究為EFL低成就學習者所需之補救教學配套，提供一示範模組，此模組可供研究者、課程設計者，以及政策擬定者做為參考。
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| 英文摘要 |
Bridging the achievement gap among learners and maximizing the effectiveness of instruction have attracted significant research attention; however, very few studies have focused on developing a systematic remedial program, particularly for beginner-level EFL learners. Hence, this study first proposed a remedial program to develop the language component skills of low-achieving beginner-level EFL learners. Subsequently, the program’s effect on low-achieving learners’ vocabulary and grammar was measured. Finally, the study provided an overview of the remedial program’s characteristics, highlighting its instructional methods and materials, teaching procedures, activity designs, and approaches for enhancing learner engagement. This study recruited 11 teachers and 567 grade 7 students from six junior high schools in Taiwan. Two subtests, DCEC-Vocabulary Size and DCEC-Grammar of the Diagnosis and Certification of English Competency (DCEC) system, were conducted on all 567 seventh-graders. In total, 117 grade 7 students who failed to reach the grade 4 level were assigned into an experimental and a control group. The experimental group (N = 56) received experimental instruction, whereas the control group (N = 61) received traditional instruction. The study results indicated that the seventh-graders who received experimental remedial instruction demonstrated better English component skills, including better vocabulary and familiarity with grammatical sentence patterns, compared with students who received traditional instruction for remediation. The current study provided a model remedial program by delineating the implementation of remedial instruction for low-achieving beginner-level EFL learners. The proposed remedial program can serve as a model to facilitate the work of practitioners, researchers, curriculum designers, and policymakers.
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| 頁次 |
687-711
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| 關鍵詞 |
成就落差
、低成就英語學習者
、英語教學介入
、補救教學
、補救教學計畫
、achievement gap
、low-achieving English learners
、English intervention
、remedial instruction
、remedial program
、TSSCI
、Scopus
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| 卷期 |
51:4
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| 日期 |
202006
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| 刊名 |
教育心理學報
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| 出版單位 |
國立臺灣師範大學教育心理與輔導學系(所)
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| DOI |
10.6251/BEP.202006_51(4).0008
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