Please use this identifier to cite or link to this item:
|Title:||EFL Teachers' Perceptions and Practices Regarding the Implementation of Remedial Instruction for Underachievers|
Department of English, NTNU
The existence of a large gap among students' English language abilities observed both in the elementary school and the junior high school EFL contexts has drawn increasing attention of practicing teachers and educational authorities. Following the recommendations of educators who believe that as part of educational reform all students should be provided with opportunities to learn, remedial instruction has been introduced as a method to help underachievers. The present study investigated 239 elementary and junior high school EFL teachers in Taipei City, Taiwan to understand teachers' perceptions and practices regarding the implementation of remedial instruction for underachievers. Based on the teachers' suggestions, this study then provides insights for practitioners and teacher educators in the implementation of remedial instruction. The findings show that most of the teachers were willing to implement remedial instruction for underachievers; however, their knowledge of remedial instruction procedures still had room for improvement. Effective in-class strategies identified were "peer-tutoring," "cooperative learning," and "showing a positive attitude towards underachieving students." Further, this study indicates that the support teachers need in implementing remedial instruction includes reducing teachers' workload, incorporation of resources from parents and the community, and providing learning materials conducive to students' language learning. Recommendations for promoting the effectiveness of remedial instruction are discussed.
|Appears in Collections:||英語教學|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.