本研究主要以台中市立某高中八年級學生為樣本,篩選出五名英語低成就學生為研究對象。採行動研究方式,透過三個階段教學方案的循環修正歷程,對研究對象進行為期8週的教學與觀察,並於當週星期三及五午休進行當週星期一所上的課程內容作複習補救。研究過程運用補救教學策略對五位八年級英語學習低成就學生進行英語單字拼讀教學,經由4次英語單字隨堂測驗再加上2次英語學業成就測驗之前後測成績,並搭配隨堂蒐集的教學資料與教學省思記錄,同時參考學生「英語學習動機量表」與「英語學業成就測驗」等資料,藉以整合分析研究對象經過補救教學後英語學習動機與學業成就之改變情況,期能運用補救教學策略來提昇英語學習低成就學生之學習動機與學習成效。
The main purpose of this study is on learning motivation and learning effectiveness of exploring the application of the strategies of remedial instruction to improve the students of grade 8 with low achievement in English learning and explore the teaching process and the problems and strategies of responses. In this study, the last 35% of the students who took the Test of Remedial Instruction in *** Senior High School in Taichung would be chosen to be in the course of the study. Then, the objects of the study are five students finally to be in the 8-week teaching activities of English Remedial Instruction.This study adopts the method of action research to collect the data and information of students in the learning process through observation, interview and document analysis to understand the improvement of the students’English learning motivation and English learning effectiveness.