Highlighting Low-Achieving Students’ Performance on their English Learning: Reflecting on Evening Program Students’Voice

[[abstract]]The purpose for this study is to attempt to explore appropriate approaches to teach students who are suffering from poor English learning. This paper will examine how low-achieving students made progress on English performance in a month and what their opinions were about attending the intensive course. This summer, I had an opportunity to work with a group of students who had failed during their regular English class. Those students mainly were in evening division and the English course they were taking was a two-year bachelor degree course. Surprisingly, I found almost everyone had serious problems with vocabulary recognition and pronunciation. They exposed their worry and terror when I assigned them a small selection of reading texts. Thus, it drew my attention to wondering what I could teach them? Is it important to teach students kind of difficult English, then, it can thus qualify as so-called college English? Why did those students suffer from the bitter learning experiences for a long time? I assume that I will receive answers to the questions posed above at the end of this course. The class is ongoing. I have designed several activities in the class and would add or delete certain ones when I found students could not complete them. Sometimes, students would have a bargain about the assignment. Following by their preference, I found that they could really do a good performance. I believe that students do not need to learn a great deal of English when they have difficulties in it; however, they have to learn basic skills in order to possess survival tools at the current time. After all, English is increasingly becoming a global language