本研究採行動研究，旨在探討如何設計出一套符合低成就學生需求的補救教學課程。實施對象為九年級六位體育班學生並選取其中兩位做深入的紀錄。地點為南部一所特偏國中，經歷十五週。研究結果如下: 第一，對低成就學生有幫助的教學設計應考量到: 1. 教材應就低成就學生程度而做適宜的改編。 2. 診斷學生學習困難之處並對症下藥，以提升學生學習信心。 3. 根據學生偏好的學習模式，課程應減少老師講課，多讓學生做活動。 第二，補救教學課程確實能幫助低成就學生學習，基於以下五點: 1. 師生互動頻繁。 2. 不必趕進度，學生做中學。 3. 學生告訴老師自己想學的東西，落實學習者中心的理念。 4. 友善環境下，學生逐漸培養出讀書習慣。 5. 活動多元，從各面向訓練學生英語能力。 第三，如何提供一套有效的補救教學課程，有以下三點發現: 1. 將課堂學習與學生的生活經驗相連結。 2. 學生主導自己的學習。 3. 提供支持的學習環境。 實施過程中面臨到最大的挑戰為學生時輟時學，搖擺不定的態度。因應方式為冷靜處理，堅持到底。 最後，根據研究結果，對教學與未來研究提出相關建議。 / This study adopted action research to explore how to design an effective remedial instruction based on the low-level students’ varied needs. This remedial English program was implemented to six ninth PE specialty graders, lasting for fifteen weeks in junior high school locating in the extremely rural area. The findings of this study are as follows: As the aspects of offering a helpful remedial instruction, first, the contents must be adapted to meet the low-level readiness levels. Second, the class can focus on students’ difficulties to enhance students’ confidence. Third, the teachers can reduce lectures to allow for activities based on the students’ leaning styles. The low-level students were proved to benefit from the remedial English class because first, there was lots of interaction between the students and the teacher. Second, the remedial class did not have to follow the fixed schedule, and the students could learn through participating in activities. Third, the students told their needs to the teacher. The learner-centered concept was carried out in this way. Fourth, the low-level students were provided with constant support and help, and they gradually cultivate study habits. Fifth, the remedial class offered diverse activities to develop students’ proficiency. After implementation, the researcher concluded three points to design an effective remedial instruction. First, connect the learning to students’ personal experience. Second, let the students take the active role. Third, create a support environment. In the process, the challenge was the students’ lax attitudes and inconsistency. The teacher solved the dilemma with reason and persistence. Finally, based on the findings, suggestions for teaching and future studies were discussed. Keywords: Remedial instruction, Low-level students, An effective instruction

本研究針對台灣EFL低成就學生之段落寫作，比較「直接訂正法」與「語意重述法」兩種寫作回饋之成效。本研究對象為台北市某高職學生，共56名學生全程參與這項從2009年9月到2010年1月的研究。進行修改寫作時，教師對實驗組使用「語意重述法」，學生比較原稿與老師保留學生原意但改寫成符合英文語法的段落，並將發現的文法錯誤記錄並自行訂正；對照組則運用「直接訂正法」，學生審視老師直接在上面訂正的原稿。經過看圖英文段落寫作的前測與後測、實驗組與對照組後測結果比較、以及針對實驗組的訪談，研究結果如下：(1)整體性評量上，「語意重述法」對學生改進寫作較為有效；(2)兩組中程度較差之低成就學生進步程度均優於程度較好之低成就學生，尤其實驗組之程度較差者進步程度猶勝於對照組的；(3) 「直接訂正法」對減少學生文法錯誤之功效優於「語意重述法」；(4)絕大多數參與者認為「語意重述法」有助增進寫作能力。論文最後討論此研究在教學上的意涵與提出對之後研究的建議。 / This study aimed to compare the efficacy of “direct correction” with that of “reformulation” on Taiwan EFL low-achievers’ paragraph writing. Fifty-six students in a vocational high school in Taipei City participated in this study from Sep. 2009 through Jan. 2010. When conducting revision activities, the teacher implemented the “reformulation” technique in the experimental group. The students compared the originals with the reformulated versions given by the teacher, and detected, recorded, and corrected all the grammatical errors mainly on their own. The control group received the “direct correction” treatment, examining their originals with the teacher’s corrections on them. With the pre-test and the post-test on a paragraph-length English picture description, the comparison of the post-test results between the experimental and control groups, and interviews with the experimental group, the results are as follows: First, in holistic rating, “reformulation” was more helpful than “direct correction” in improving the participants’ writing performance. Second, the low-achievers with lower proficiency benefited more from “reformulation” than those with better proficiency. Third, “direct correction” was more effective than “reformulation” in reducing the participants’ grammatical errors. Fourth, the majority in the experimental group were positive of “reformulation” as a way to improve writing. Finally, some implications for pedagogy and suggestions for future studies were made.