Employing the Performance Evaluation Method to Examine the Efficacy of English Language Instruction: Insights from Primary Educational Institutions in Taiwan

Abstract

The investigation examines English proficiency levels across Taiwanese primary education, revealing a significant divergence in skills characterized by an M-shaped distribution among students in the fifth and sixth grades. To address this disparity, the study employs a performance evaluation method that combines importance–performance analysis (IPA) and the refined Kano model, aiming to identify and improve upon the current deficiencies in English language teaching. Further analytical depth is provided by applying a three-factor theory, which re-evaluates the traditional five-factor framework of the Kano model, informed by a survey of 443 respondents. The analysis identified that, out of twenty evaluative items, four are critical and demand targeted enhancement efforts. The paper has identified four items for enhancement to improve English language instruction quality. Specifically, it suggests that two items from the importance–performance analysis are critically under resourced and require immediate intervention. Additionally, the paper recognizes two items from the Kano model that also need focused improvement. The study recommends swift and targeted actions to address these areas, with the goal of raising the overall standard of teaching. Based on these findings, the study proposes a set of practical recommendations aimed at increasing the overall effectiveness of teaching and fostering an environment that enhances student motivation. The ultimate goal of this study is to support English teachers in primary schools by providing strategic insights that can lead to the enhancement of teaching practices and the amelioration of English language education deficiencies.