The Effect of Action-Oriented Approach on Low-Performing Students’ Achievements

Abstract

Teaching a foreign language to low-performing students necessitates thinking multi-dimensionally. It is not only to convey the knowledge to the students, but also it is to be able to take into consideration their needs, expectations, interests, and backgrounds. Thus, educators use some approaches as a base and apply a lot of teaching methods to provide learning in the best way according to their students. However, it is not easy to reach all of the students. Thanks to the CEFR (Common European Framework of Reference)’s Action Oriented Approach (AOA), educators can reach the objectives of their curriculum even by considering Inclusive Education and increasing the active participation of low-performing students. In this study, it is aimed to determine how an AOA is effective in low-performing students’ achievements. This study was conducted during 4 weeks with a 1-hour duration of 12 classes. A quasi-experimental method with one pretest-posttest group and the sequential explanatory pattern was employed to explain and narrate quantitative results of the effect of the AOA on low-performing students’ achievements. There were 9 students 3 girls, and 6 boys who were in 8th grade (13-14 years old). They were chosen according to their cumulative grade point average (GPA) in English lessons the previous year. All of the students had a standardized achievement pretest and posttest. The data were supported by a parental questionnaire which was prepared by taking an expert opinion. At the end of the study, it was observed that there is a significant difference between the previous and current achievements of the students. Moreover, according to the parents’ interview forms, it was understood that there has been a positive change in the attitudes of students toward English lessons and learning English.