Using pictorial story based english to improve English words underachievers learning in remedial teaching

This study aimed to explore whether or not the “Pictorial Story Based English” applied in remedial English teaching improve the learning effectiveness of underachievers' word learning and explore the attitude of remedial teaching students towards English teaching. The research participants include underachievers of fifth grade English classes in four elementary schools in Changhua County, a total of 39 students. During the 14-week remedial teaching period, the students attended the word teaching class through the “Pictorial Story Based English” once a week, a total of 10 sessions, and five English words were given each time, a total of 50 words. The students that participated in the remedial teaching answered five “fill in the blanks” questions in the pre-test and took the post-test after the teaching. After the first teaching, a retention test was conducted before the teaching. On the fourteenth week, the general test for English word learning effectiveness consisting of 50 questions and the questionnaire survey for learning attitude were conducted. The results show that: (1) The students showed improvement in the number of correct answers in the pre-test and post-test of English words; (2) At the end of the remedial teaching, the students showed improvement in the general test for English word recognition; (3) The students showed improvement in attitude performance, specifically in “active learning,” “attention” “interests” and “self-confidence.” The above results indicate that the “Pictorial Story Based English” applied in the remedial teaching of English words indeed improve the fifth grade underachievers' word recognition and spelling proficiency, which in turn had a positive impact on their learning method and learning attitude. Hence, the results in this study shall serve as a reference for English remedial teaching applied in English word teaching.