A Study in the Effect of the Online Remedial Program at Soochow University

探討東吳大學大一英文線上補救教學效益

10.29737/SJFLL.201109.0001

余綺芳(Chi-Fang Yu)

線上補救教學 ； 大一英文 ； 分班 ； 能力檢測 ； 英文畢業門檻 ； online remedial program ； Freshman English course ； placement ； proficiency test ； English proficiency graduation requirement

東吳外語學報

33期（2011 / 09 / 01）

1 - 23

英文

東吳大學大一英文課程實施能力分班，所有編入三種（高、中、初）程度中最低的初級班同學都必須額外參與線上補救教學。由於補救教學主要目標是幫助同學提升英語聽力與閱讀的能力以便通過校訂英文能力畢業門檻，所以本研究旨在評量實施補救教學後學生英文能力進步的程度。使用後測成績減前測成績的方式來作評估。補救教學剛開始時實施前測，補救教學快結束前施測後測。被編到中、高程度班級同學由於沒有接受補救教學，所以是本研究的控制組，也接受測試。兩次能力檢測結果經ANOVA變異數分析檢定，顯現接受補救教學的初級班同學在閱讀方面有顯著進步，但在聽力方面的進步不大。本篇論文對於補救教學的理論基礎及如何實施皆有著墨，並提出如何改善補救教學設計以提升學生英文能力的建議。

Soochow's online remedial program provided additional instruction to the students who were assigned to the low-level (the lowest of the three levels) sections of the Freshman English for Non English Majors course. Since the stated remedial program objective is to improve students' listening and reading proficiency so that they can meet the Soochow English proficiency graduation requirement, this study aims to measure to what degree these students' overall English proficiency improved with the remediation education. A simple post-test minus pretest approach is used to measure students' improvement in their English proficiency. The pretest is a set of listening and reading proficiency tests administered at the onset of the program and the post-test is another set of proficiency tests administered at the conclusion of the program. As a comparison group, students in higher-level (high-level and middle-level) sections who did not receive the remediation education were also tested. The results obtained from the two proficiency tests were examined using ANOVA analysis. Study results suggest that students who received the remediation education demonstrated significant gains in reading proficiency but failed to show much improvement in listening. Details on the rationale for the remedial program and how the remedial program was implemented are provided. Suggestions are also made regarding ways to improve the design of the remedial program to enhance students' overall English proficiency.

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