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![Page 1: Action Research on the Effectiveness of Remedial Instruction with Passages of GEPT Reading Comprehension Tests on Low Achievers By Min-Shin Cheng NA3C0012.](https://reader035.fdocuments.in/reader035/viewer/2022062321/56649e1b5503460f94b09029/html5/thumbnails/1.jpg)
Action Research on the Effectiveness of Remedial Instruction with Passages of GEPT Reading Comprehension Testson Low Achievers By Min-Shin Cheng
NA3C0012
林月鳳 Ephone Lin
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IntroductionIn a normal English class, the abilities of students are very different.
The situation not only brings great
challenges to English teachers but it
also causes a sense of depression
and helplessness to low achievers.
From the grades of the exam of the vocational high school graduates, the researcher found the teaching material is not really appropriate to every student.
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Chen (2009) noted that most school
English teachers face the following
teaching difficulties: (a) a mixed
proficiency class leading to the
bimodal distribution, (b) students with
low English proficiency struggling to
learn English, and (c) the inability to
take care of students with mixed
proficiency levels at the same time.
The researcher hoped to offer a meaningful context to low achievers to improve their English abilities.
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Research Questions1.What are the participants’ perspectives
on the remedial instruction?
2.Is it effective to include the passages of
GEPT reading comprehension tests
(the basic level) in the remedial
instruction on low achievers?
3.What are difficulties and problems
encountered by the participants and the
teacher in the remedial instruction with
passages of GEPT reading
comprehension tests (the basic level)?
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Lierature Review
Remedial Instruction:
It is an effective way to provide low
achievers with remedial instruction to
enhance their competence they
ought to be equipped with (Li, 1996).
Tu,2001,showed that strengthening
students’ basic degrees is the
principal goal of remedial instruction.
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Studies Related to Remedial Instruction:
Numerous studies have explored the
positive effect of remedial instruction on
elementary school students and junior
high school students (Fang, 2012; Ho, 2011;
Lin, 2010; Lin, 2011; Lin, 2013; Tseng, 2012;
Wang, 2013).
Moreover, Chen, Hsiou, Teng, Tsai, and Yang (2011) conducted a study to explore the effects of remedial English programs at a technical college.
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Models of Remedial Instruction:Model I: Three Steps of Remedial Instruction.
Model II: Five Steps of Remedial Instruction.
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Model III: Three Phases of Remedial Instruction.
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Types of Remedial Instruction are1.Pull-Out Remedial Instruction: They are
resource classes and after-school
programs.
2. Pull-In Remedial Instruction: It’s to assist
low achievers in regular classes. Chen
(2003) suggested teachers adopt some
strategies in class to timely help improve
students learning problems, like
cooperative learning, ability grouping and
peer-tutoring.
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Definitions of Reading: There are a variety of definitions of reading from different perspectives. In short, to facilitate learners’ English ability development, reading is the indispensible basis.
The process of reading involves not only decoding of vocabulary, phrases and grammar, but also readers’ prior knowledge and experience.
Thus, the material should be according to their English level, interests, experience and background.
The researcher thought the passages of GEPT reading comprehension tests are appropriate learning materials for remedial instruction.
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The learning curve will look something:
Models of Reading Process: Bottom-up Models, Top-down Models
and Interactive Models.
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Reading Comprehension:
According to Richards and Schmidt (2002), based on the different reading purposes, there are four reading comprehension styles:
1. Literal comprehension
2. Inferential comprehension
3. Critical or evaluative comprehension
4. Appreciative comprehension
Inevitably, the four levels of reading
comprehension can be applied to the
instruction at the same time.
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The General English Proficiency Test (the GEPT):
1.Background and description of the GEPT.
2. The Use of the GEPT.
3. Research related to the GEPT.
Action Research:Lewin, K. (1946) is a US founding father of action research; he developed a theory of action research as a spiral of steps that proceeds from planning, acting, observing and reflecting (see Figure 2.6).
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Action Resarch
Figure 2.6. Action Research Cycle (Lewin, 1946)
This approach was also used widely by Stenhouse (1980) and later by Elliott (1981, 1991).
According to Lomax, McNiff,and Whitehead (1996), action research can help teachers improve their professional fields.
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In summary, action research is conducted through cycles of planning, action, observation and reflection.
The purpose of action research is to make the situation the researcher would like to improve better and make the problem solved through reflections and actions.
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MethodologyResearch Design:
1. This study was mainly conducted on a qualitative
research and the number of participants was six.
2. The data of this study would mostly derive from
the questionnaire, interviews, observations, field
notes and reflective journals.
3. The researcher used quantitative approach as
well to analyze the questionnaire and organize
the subjects’ pretest and posttest outcomes to
clarify their performance.
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Participants: 1.The participants were six students in
their second year of vocational high
school, mainly studying in the Department
of Food and Beverage.
2.The six students had limited English
proficiency. According to the definition of
low achievers in the report released by the
MOE (2009), these students could be
regarded as low achievers.
3.All the six students were boys.
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Teaching Material: the passages of the GEPT reading
comprehension tests published by Far East
Publishing Co., Ltd.
Instruments and Data Collection: multiple data sources were collected, including the pretest, the questionnaire, interviews and informal interviews, the posttest, classroom observations, field notes and the researcher’s reflective journals.
.
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Procedures of the Study:
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Data Analysis: 1.The qualitative data are from interviews,
informal interviews, observations, field
notes and the teacher’s reflective journals.
2.The quantitative data are from the
questionnaire, pretest, and posttest.
3.The three research questions, data
collection and data analysis are shown in
Table 3.4.
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Results and DiscussionRQ1: What are the participants’ perspectives on the remedial instruction?
ResultsResults: The participants liked the teacher-student interaction, the atmosphere, the small number of the students in the remedial course.
The participants liked that the teacher instructed them at a slow pace, so they could raise questions at any time.
They hoped that the remedial course could
be prolonged.
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RQ2: Is it effective to include the passages of GEPT reading comprehension tests (the basic level) in the remedial instruction on low achievers?
ResultsResults: The passages of GEPT reading comprehension tests (the basic level) are the appropriate teaching material for vocational high school’s low achievers.
The context should be emphasized when it comes to learning vocabulary.
The after-reading questions help draw students’ attention during the reading and strengthen their understanding.
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RQ3: What are difficulties and problems encountered in the remedial instruction
with passages of GEPT reading
comprehension tests?
ResultsResults: The finite time span to carry out the remedial course was the most principal problem.
Few repetitive words appeared in the passages, and the participants often felt confused about the polysemous words.
The English words that looked alike usually puzzled the low achievers.
Struggling readers have developed many bad decoding habits.
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ConclusionsEach participant benefited from the
remedial course.
1. the students liked the small group.
2. the remedial course promoted the
teacher-student interaction, making
the atmosphere in the class more
pleasant.
3. the remedial course also boosted
the participants’ confidence and
motivation.
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Pedagogical Implications
Firstly, the passages of GEPT reading comprehension tests are highly effective.
Secondly, the difficulty which the students encountered was they failed to distinguish the visually similar words at times. Thus, the teacher can guide students to use mnemonic associations to promote identification of the words.
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Thirdly, as for the vocational high school
low achievers’ behavioral problems,
such as being talkative and lazy, the
teacher can cope with them with
respect and concern.
Lastly, the repetitive words appearing in
the passages of GEPT reading
comprehension tests used in the
remedial course can be more so that
the students’ vocabulary memory can
be enhanced.
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Limitations
The time constraint is the first limitation:
long-term remedial courses are available
for the study, more vocabulary, phrases,
grammar, and topics may be learned by
the participants.
The small sample size and the lack of diversity in the sample is the second distinct limitation: they are only six participants and from the same class.
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Suggestions
In this study, the participants are only six students, and they come from the same school, so a large sample from different vocational high schools is needed to further study.
Lengthening the duration of the remedial course is recommended, and the quantity of the passages could be increased.
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CommentThe study seems to be an easy model to
finish a thesis, because it always focus on
the items of the study’s title.
However, it didn’t have powerful numbers
or offer any teaching approach to support
the researcher’s point of the study.
The participants are only six students, it is
a very small size of subjects.
The figure 2.4, I think it seems a wrong
chart, because the meaning of the figure is
unreasonable.
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Thanks for your attention. ^_^