本研究以補救教學觀點，探討提升國中學生英語 能力之因應策略。依據相關文獻探討和專家意見 彙整，並透過德爾菲法和層級分析法來了解提升 國中生英語能力之關鍵因素。 本研究採問卷調查，針對某公立國中曾進行補救 教學的英語教師、對英語補救教學有所鑽研的大 學教授及曾接受英語補救教學的學生家長為範 疇。問卷共發40 分，回收34 分，無效問卷為2 分，有效問卷為32 分，回收率達85%，有效率 達80%。研究結果顯示，探討學校習得環境、 家庭習得環境、個人習得動機對提升國中生英語 能力之因應策略中，以個人習得動機最具關鍵的 影響構面，家庭習得環境次之。其中前五大主要 關鍵的評估準則為自我效能、自我調整、期望價 值、家長教育參與以及教材教法。 根據研究結果，本研究建議教師應該努力建立學 生的英語自信心；同時，家長對孩子的學習也應 該投注更多心力。

The study aims at evaluating the ways to improve the English proficiency of Junior high school students in terms of the remedial instruction through the use of the Delphi method and the Analytical Hierarchy Process(AHP). It will also implement a literature review method and a compilation of expert opinions in outlining the key factors of enhancing the English proficiency of junior high school students. The use of an expert questionnaire method will be helpful to create an index that will ultimately be used with the AHP to gauge the effectiveness of English Remedial Instruction for Junior High School Students. A total of forty questionnaires were sent to the public school＇s English teachers having remedial instruction experiences, college professors studying remedial instruction intensively and parents whose children need English remedial instruction。A total of thirty-four questionnaires were returned, with thirty-two valid ones, for a total of 85% return rate and 80% validity rate. The result of this research showed the most important key factor is students’ self—efficacy; meanwhile, the prior consideration and effective key factor lies in self-regulated learning. Thee main crucial five indexes are as follows: self- efficacy, self-regulated learning, expected-value, parents’ educational involvement, and teaching methodologies. According to the research findings, the researcher suggested that teachers try hard to establish students’ confidence in English. Meanwhile, more parental involvement is suggested to provide.