補習を活用したリメディアル英語授業 : 学生の英語学習に対する態度への効果

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This paper examines the effects of an English class utilizing supplementary lessons on remedial students' attitude toward learning English. Some of the characteristics of remedial students include their being used to understanding little of what is taught in classes and their unwillingness to seek academic support from their teachers. In order to improve these attitudes, supplementary lessons, which were assigned based on the scores of quizzes, were conducted in a supportive manner. A year-long practice increased the number of students who voluntarily visited the author to ask questions and/or study for an exam. Moreover, according to the official class evaluation, more than half of the students showed interest in learning English and about two-thirds of them gave positive evaluation to the class. These results indicate that supportive academic environment is indispensable for motivating remedial students.
2012-09-30