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Action Research on Integrating Differentiated Instruction into English Remedial Instruction in a Junior High School
This study aimed to explore the effects of differentiated instruction on learning attitude and learning effectiveness of junior high students who were underachieved in English. Besides, it also aimed to examine the opinions and reflections of the students received remedial instruction, and to investigate how the teacher could solve teaching difficulties and learned from them. The study through action research, was conducted one period a week, forty-five minutes per period, with a total of seven weeks. The participants (six boys and one girl) were seven seventh graders who needed remedial instruction in New Taipei City. Data were collected by videos, observations and reflections, students’ worksheet, feedback, interviews, the attitude questionnaire, the English achievement test and PRIORI-tbt. All participates took a pre-test and post-test. The pre-test and post-test results showed the learning attitude and learning effectiveness had changed. The major findings of the study indicated that the differentiated courses, based on the students' entry behavior and learning difficulties, were more suitable for the students who received remedial instruction. Differentiated instruction could improve the students’ English learning attitude. The teacher used heterogeneous grouping and multiple evaluations to achieve the remedial learning effectiveness of differentiated instruction. The teaching effectiveness was related to the teacher’s care and the individual tutoring time the teacher provided. The teacher enhanced the ability to design differentiated instruction courses. Based on the conclusions, some suggestions of integrating differentiated instruction into English remedial instruction were provided for English teachers and future research.
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