Implementation of Remedial Instruction to Elevate the English Abilities of Low-achievers in Post Secondary Vocational School

Chin-Ling Lee
Taiwan (Republic of China)

Students with total scores of all subjects taken in the entrance examination upper in the limited gets the admission were randomly assigned to each department and a class. However, the English learning background and ability of individual student is different. It make the English teaching and learning in a class mixed with high-achievers and low-achievers; especially in a large class having about more than fifty students. There have been so many researches to reveal the effectiveness of remedial English instruction seems important and imperative as a effective academic strategy to make up the disadvantages of English teaching in post secondary vocational school in Taiwan.

The purpose of this paper is indicated as the following : (1) to briefly introduce the effectiveness of English teaching in post secondary vocational school currently in Taiwan, (2) to explore the causes of ineffective English teaching and learning, (3) to present the remedial instruction strategies and (4) to find ways to remove their implementation barriers. Then the author concludes that a program of evaluation and improvement is central to improving the performances of developmental and remedial students, which may mainly elevate instruction effectiveness and the English abilities of students in post secondary vocational school in Taiwan.