EFFECTS OF USING THE LEARNING STATION MODEL AS A PHONICS REMEDIAL PROGRAM IN AN ELEMENTARY SCHOOL

• Main Authors: Yun-wei Tseng, 曾允薇
• Other Authors: Hsiu-hsiu Yang
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/10849409367042676629

碩士 === 國立屏東教育大學 === 英語學系 === 96 === The purpose of this study is to explore the effects of a phonics remedial program by using the learning station model on learners’ phonics skills, English learning attitude, and English achievements. It is also to investigate whether the approach of self-directed learning could be implemented and the autonomous learning behavior could be inspired hereafter. Ten fifth graders with English underachievement in an elementary school in Ping Tung County were recruited in this study, and they received the phonics remedial program for two months. Phonemic awareness, alphabet writing, and phonics dictation were tested both in the pretest and the posttest to examine the participants’ learning in the learning station. The data collected from class/station teaching logs, questionnaires, and interviews were used as well. The major findings are summarized as follows. First of all, the phonics learning station was significantly effective in improving the participants’ phonemic awareness ability, alphabet writing skills and phonics skills. Second, the phonics learning station was significantly effective in improving the participants’ English achievements. Third, the participants exhibited a more positive attitude toward the subject of English, English learning, and the remedial program, and considered that they got improved on their English grades. Moreover, they also felt more confident toward English learning after attending the learning station. Fourth, the self-directed learning approach could be implemented in the fifth graders in the study. However, self-directed learning approach could not necessarily lead to autonomous learning. Only some of the participants showed autonomous learning act after receiving the remedial program. It is suggested that EFL elementary teachers could employ the phonics learning station program for it is effective in improving English low achievers’ phonics skills. Moreover, elementary school teachers could try to conduct their own learning station models in accordance with their students’ needs.