An Action Research of Playing Games in Alphabet Remedial Instruction on Third Grade Students in an Aboriginal Elementary School

• Main Authors: Ba, Meng-Han, 巴夢涵
• Other Authors: Kuo, Ming-Tang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/n6e4jn

碩士 === 國立屏東大學 === 教育學系碩士班 === 103 === This study basically was an action on the beginning level of English learning. Three third graders with English underachievement in an aboriginal elementary school were recruited to receive an alphabet remedial instruction incorporating with games. The subjects took 15 classes twice a week. The purpose of this study was to explore the process of implementing remedial instruction, the effects on students’ learning achievement and learning attitude. Also, the researcher’s professional growth. During this research, the data collected from classroom observation, interviews, reflective journals, learning journals, and the results of their tests were analyzed. The major findings are summarized as follows: 1.The revision after the first cycle： (1)To learn alphabet in various ways. (2)To personalize the alphabet cards. (3)Tend to choose competitive games. (4)To simplify the learning journal. 2.The remedial instruction program incorporating with games can make underachievers have positive learning attitude. 3.The remedial instruction program incorporating with games can improve the underachievers’ English efficiency. 4.The remedial instruction program incorporating with games can bring out the growth and acquirement of teaching. Based on the results, the suggestions for teachers and further research in this domain were given.