| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系 === 100 === The purpose of this study is to determine if a Hope theory-based English remedial instruction program promotes underachievers’ learning efficiency in elementary school. Past studies have shown that it is urgent to provide English remedial instruction in the elementary classroom. The Ministry of Education and Education Bureaus in city governments have spent considerable money on the issue; however, it seems that only promoting the subject knowledge has not been effective. This researcher wanted to try a different approach. I wanted to apply Hope Theory, as proposed by C. R. Snyder, into my remedial instruction, trying to empower students with positive thoughts and enable them with learning strategies. To determine whether this plan would be effective, I served as an After School Alternative Program teacher to do an action research at an elementary school in Taipei City. There were six 6th Grade underachievers in the classroom. According to all the data gathered through the program, there are three findings. First, the students experienced some positive changes in their learning, although they didn’t show significant improvements in their level of hope. Second, their English achievements were improved significantly by the program. Third, the teacher’s hope in teaching was also promoted by Hope Theory. Based on those findings, I suggest some ideas to teachers, school administrators, and parents, and I outline further studies in English remedial instruction in elementary school.
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