本研究為個案研究，採取讓學習扶助班學生提早學習英語的教學策略導入，並透過訪談學生與課室觀察探討一所偏遠學校高年級「學習扶助班」學生學習改變情形、遭遇困境與轉機脈絡探討。研究發現如下：提前預習課內策略的運用，讓多數學生回歸原班上課時，經由獲得較多學習成功經驗，改變其學習動機並提升自信。教師的言語激勵以及設計學習成功的經驗交互作用下，引發學生較高學習動機。學生的進步速度各有異同，未必能從定期評量成績上察覺，但教師能從學生平時表現態度中發現學習態度的轉變。教師尊重學生不同需求有助於抒緩教學上面臨的困境。發現「學習扶助班」學生面臨了許多內外在困境，但容易被教師鼓舞而繼續學習。

This research focuses specifically on the English teaching strategy for students under the remedial teaching program, where we observed the behavioral changes of a group of upperclassmen in a remote elementary school through interviews with students and classroom observation. Our results are as follow: Besides helping these students in the remedial program with homework, we also give them a preview of the upcoming lectures. This method proves to be highly effective in assisting them in understanding the course and get more confidence. Teacher’s verbal encouragement and students’ successful experiences create a positive feedback loop that improves these students’ learning motivation. Each student’s improvement is independent, and the improvements are not necessarily reflected upon their grades but by observing through their daily learining attitude. Finally, as each student has unique problems, the teachers adjust accordingly can help go through the difficulties.