Individual Differences: How Remedial Teaching Transforms Low-achievers When Learning English

Ching-Mei Cheng
(Department of Applied English, Hung Kuang University, Taichung, Taiwan)

Abstract: While perceived self-efficacy has been extensively investigated, the relationship between low-achievers’ perceived self-efficacy and learning outcomes is relatively unexplored. The central aim of the study was to deepen our understanding of how remedial teaching transformed low-achievers’ learning outcomes in English and how low-achievers gained control over learning English. The research involved forty-two semi-structured interviews with the students, the instructor, and the class mentor at two phases over a period of ten months. The students were two seniors enrolled at a technology university in Taiwan. The results suggested that remedial teaching was beneficial to the students’ academic and emotional perceived self-efficacy. The improvements emphasized that individualized remedial teaching, direct supervision from teachers, and an appropriate support system led to better academic and emotional self-efficacy. Such findings underscore the importance of recognizing students’ individual differences and characteristics in learning.

Key words: remedial teaching; perceived self-efficacy; low-achievers; learning outcomes