技術學院英文補救教學成效之研究

How Remedial English Programs Enhance Students' English Test Performances at a Technical College

本研究探討技術學院實施英文補救教學的成效。以96學年至97學年三個學期修習大一英文的781位四技一年級學生為研究對象，其中172位英文能力後段學生參與英文補救教學。以學生的期初英文會考、期末英文會考和英文學期總成績作為依變項，進行獨立樣本單因子變數分析及獨立樣本單因子共變數分析，藉以檢視英文補救教學的成效。結果顯示：三個學期參與補救教學的英文能力後段學生，分別在期末英文會考成績和學期英文總成績上，顯著高於未參與補救教學的後段學生。證實本補救教學課程對技職後段學生的英文能力有提升之效。究其原因是本補救教學課程提供學生從頭學好英文的機會，採開口朗讀為主的教學法，使用教師自編教材及選用有吸引力之讀本，以減輕學生學習壓力，提高學習興趣及自信心。

This study explored the effects of remedial English programs at a technical college. From 2007 to 2008， a total of 172 students out of 781 freshmen attended both the Freshman English Program (FE) and the Remedial English Program (REP). The research data included student scores from English Reading Tests (ERT) pretests， ERT posttests and final course grades (FCG) for analyses， using one-way ANOVA and one-way ANCOVA. The score analyses served to investigate the effects of different remedial English programs during different semesters. The results indicated significant differences in ERT posttests and FCG between REP students and F E students in the fall of 2007， the spring of 2008 and the fall of 2008. The results prove the REP can promote English ability among lower English achivers in a technical college. That promotion of students' English ability can be attributed to the REP， offers students a chance to study English from scratch， using the appropriate self-compiling textbooks and attractive reading materials， and oral reading teaching methods， which reduce students' learning pressure， and enhance their learning interest and self-efficacy.