The Use of Scaffolding Strategies in English Alphabet Remedial Program

• Main Authors: LIU, CHIEN-YU, 劉芊妤
• Other Authors: 戴雅茗
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/84200227111553688222

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 104 === This study aims to investigate the effects of scaffolding strategies used in English alphabet remedial program on students’ English learning achievement and changes in alphabet listening discrimination and writing. The study adopted Single Subject Research Design. 4 second graders were selected and tested using three kinds of English alphabet tests, namely: English Alphabet Diagnostic Test, English Alphabet Achievement Test and Weekly English Alphabet Tests. Participants were tested by the three tests to estimate their English alphabet listening and writing ability. The data were analyzed by using visual analysis. The results indicated that some participating students could not master the letters of m, n, h, b, d, p and q for alphabet listening discrimination. However, they still made progress in recognizing upper case letters and lower case letters, like w, x, s, f, l and t. They could also remember the shapes of almost all the letters. Although they could not successfully write some letters, like Jj, Ss, q, Mm and Nn, their learning achievement in alphabet writing has greatly enhanced. Students’ problems of alphabet writing have been improved. For instance, they wrote letters into position; they wrote letters in the right way; and they made letters stay in proportion when writing. Teacher’s use of scaffolding strategies made students be responsible for their learning and be more active in learning. Based on the results, the suggestions for English alphabet remedial program and further study were proposed.