應用「讀者劇場」於低成就學生英語補救教學之成效研究

A Study on the Effectiveness of Applying 'Readers' Theater' as English Remedial Instruction for Underachievers

本研究探究應用「讀者劇場」於低成就學生補救教學之成效。研究對象是49位英語低成就大一學生。實驗組接受讀者劇場融入英語補救教學，控制組接受一般英語補救教學。研究目的為瞭解讀者劇場對英語低成就學生在口語閱讀、英語學習成就和英語學習態度的改變情形。量化資料包括口語流暢度評量、英語學習成就、英語自我效能、英語學習焦慮和英語學習動機調查問卷前後測。並且蒐集訪談資料，以更深入了解學生對讀者劇場教學的反應。研究結果顯示，實驗組學生在口語流暢度、英語學習成就、英語自我效能、英語學習動機方面，皆顯著高於控制組學生，但英語學習焦慮並未顯著低於控制組學生。此外，教師以多元的教學策略，以及溫暖、支持性的學習環境可促進讀者劇場實施成效。

This study investigates the effectiveness of applying Readers' Theater as remedial instruction for underachieving students. The participants of the study are 49 underachieving Freshman English students. The experimental group was taught using Readers' Theater as remedial instruction, and the control group received regular remedial instruction. The purpose of the study is to assess the effectiveness of instructing underachieving English learners using Readers' Theater by measuring changes in their speaking and reading abilities, English learning outcomes, and English learning attitudes. Qualitative data was obtained by administering pre- and post-tests gauging oral reading fluency, English learning achievement, English self-efficacy, English learning anxiety, and English learning motivation as well as collecting interview data to gain a deeper understanding of student reactions to the use of Readers' Theater. The results of the study indicate that the experimental group performed significantly better than their control group counterparts in terms of oral reading fluency, English learning achievement, English self-efficacy and English learning motivation, but did not display significantly lower English learning anxiety. Furthermore, the incorporation of diverse teaching strategies in a comfortable and supportive learning environment facilitated the successful application of Readers' Theater.