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Title: A study on low-achieving students' perceptions towards their English learning in ETL classrooms in Taiwan
Author: Hsu, Shu-I.
ISNI:       0000 0004 2741 8423
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2012
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In this study, the researcher conducted an in-depth exploration to examine the perspectives of seven low-achieving technological university students on their English learning in previous classes and the remedial class implemented in the research. Herewith, the remedial class was taught with the basis of the teacher's (i.e., the researcher) beliefs in some of Vygotsky's and Bruner's learning and teaching theories, and her understanding of CLT and task-based approaches, traditional teaching methods and postmethod perspectives. Then, based on the students' perspectives of their learning experiences in the classes, the researcher aimed to find out factors influencing the students' learning and further pursue appropriate ways of teaching to help them learn English. Moreover, in the study, three instruments were adopted to collect the students' data including the need analysis questionnaire, Learning Experience Questionnaire-Main and in-depth interviews under a counselling framework. Then, in order to provide rich English learning stories of low-achieving students in great depth, two students' data (Frank and Wei) was chosen for in-depth analysis and three prominent issues were generated. Herewith, the three issues covered the ways of teaching used in classes, the students' achievements in memorizing vocabulary and learning grammar, and the students' perspectives on the support received from their teachers in classes. Consequently, from the discussions, the importance was identified in having the students actively ponder and absorb the class materials/ knowledge provided. Simultaneously, the necessity of establishing the scaffolding for the students to help them reach a higher level of English learning was indicated. From the above, the pedagogical implications were drawn. First, the teachers need to contemplate ways of teaching that can possibly enable their students to actively ponder and absorb class materials/knowledge. Second, the teachers should build the scaffolding as early as possible for their students, especially the low-achieving students, to help them learn English.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available