| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 103 === This study aimed to explore not only the influences of peer-assisted learning into English teaching in junior high school on the students’ English academic performances and English learning attitude, but the problems the teacher encountered and the adjustments the teacher did. An action research was adopted on 26 seventh graders from the researcher’s class for eight weeks. The research tools included the learning achievement tests, English learning attitude scales, observation records, and semi-structured interview. Three conclusions were gained from the summary, reflection in teaching and analysis of all the data: (1) The process of applying peer-assisted learning into English teaching can do some adjustments, including adding some courses about interpersonal relationship and communication, rearranging the seating plan, giving some rewards, and making handouts. (2) Applying peer-assisted learning into English teaching in junior high school can significantly improve the students’ academic performances. (3) Applying peer-assisted learning into English teaching in junior high school can enhance the students’ English learning attitude; students’ academic self-concept was significantly improved. Finally, reflections of the researcher and suggestions for future studies were brought out according to the process and the result of this study.
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