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Implementing a Remedial Class: An Action Research
Fang, Yi Jen
Chao, Chin Chi
Fang, Yi Jen
An effective instruction
|Issue Date:||2016-08-03 11:42:11 (UTC+8)|
This study adopted action research to explore how to design an effective remedial instruction based on the low-level students’ varied needs. This remedial English program was implemented to six ninth PE specialty graders, lasting for fifteen weeks in junior high school locating in the extremely rural area. The findings of this study are as follows:
As the aspects of offering a helpful remedial instruction, first, the contents must be adapted to meet the low-level readiness levels. Second, the class can focus on students’ difficulties to enhance students’ confidence. Third, the teachers can reduce lectures to allow for activities based on the students’ leaning styles.
The low-level students were proved to benefit from the remedial English class because first, there was lots of interaction between the students and the teacher. Second, the remedial class did not have to follow the fixed schedule, and the students could learn through participating in activities. Third, the students told their needs to the teacher. The learner-centered concept was carried out in this way. Fourth, the low-level students were provided with constant support and help, and they gradually cultivate study habits. Fifth, the remedial class offered diverse activities to develop students’ proficiency.
After implementation, the researcher concluded three points to design an effective remedial instruction. First, connect the learning to students’ personal experience. Second, let the students take the active role. Third, create a support environment.
In the process, the challenge was the students’ lax attitudes and inconsistency. The teacher solved the dilemma with reason and persistence.
Finally, based on the findings, suggestions for teaching and future studies were discussed.
Keywords: Remedial instruction, Low-level students, An effective instruction
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