Impact of remedial teaching on ESL/EFL low achievers: An Arabian gulf experience
Mohamed A Eno
This study discusses the benefits of remedial teaching to poor performers or ‘at risk’ students in an English as a Second/Foreign Language (ESL/EFL) classroom. It presents a case of remedial teaching to a group of 21 intermediate level students in a technical vocational training institution in the United Arab Emirates (UAE). The learners are all male students of age 16-22, trained to work as entry level technicians in the oil and gas industry upon completion of their studies. They were identified within the first month of the semester and measures taken for intervention. To implement the remedial work, several tools and procedures were used including diagnosis, material preparation, motivation, data collection and classroom observation, to name just a few. The success rate of the program provides testimony to the worth of early intervention in curtailing and remedying learning deficiencies and rescuing slow performers at the risk of failing a subject or perhaps dropping out of an entire course. Significantly, the study adds voice to the existing literature that commends remedial education as a guiding instrument suited to overcome underperformance while raising the level of learner competency.