The Study of the Key Factors for English Proficiency of Junior High School Students in Taiwan by Remedial Instruction

• Main Authors: Ya-Fang Hsueh, 薛雅芳
• Other Authors: 陳恒毅
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/74223557489989042200

碩士 === 高苑科技大學 === 經營管理研究所 === 103 === The study aims at evaluating the ways to improve the English proficiency of junior high school students in terms of the remedial instruction through the use of the Delphi method and the Analytical Hierarchy Process(AHP). It will also implement a literature review method and a compilation of expert opinions to outline the key factors of enhancing the English proficiency of junior high school students. The use of an expert questionnaire method will be helpful to create an index that will ultimately be used with the AHP to evaluate the effectiveness of English remedial instruction for junior high school students. A total of forty questionnaires were sent to the public school’s English teachers having remedial instruction experiences, college professors studying remedial instruction intensively and parents whose children need English remedial instruction. A total of thirty-four questionnaires were returned, with thirty-two valid ones, for a total of 85% return rate and 80% validity rate. The result of this research showed the most important key factor is students’ self-efficacy; meanwhile, the prior consideration and effective key factor lies in self-regulated learning. Thee main crucial five indexes are as follows: self-efficacy, self-regulated learning, expected-value, parents’ involvement in education, and teaching methodologies. According to the research findings, the researcher suggested that teachers try hard to establish students’ confidence in English. Meanwhile, more parental involvement is suggested to provide.