The effectiveness of the Passion teaching module on language learning for rural students

A case study of English teaching

Bibliographic Data

ID22422364
AuthorsTsui-Chun Hu (0000-0002-2146-6083, National Taiwan Normal University, Taiwan, corresponding author), Chun-Rong Chen (0009-0000-8013-3732, National Taiwan Normal University, Taiwan), C J Tseng (National Taiwan Normal University), Chien-Chih Tseng (0000-0002-1860-3833, National Taiwan Normal University, Taiwan)
Year2026
Publication date2026-04-13
Open AccessYes
TypeARTICLE
VenueLanguage Teaching Research (JOURNAL)
Journal identifiersISSN: 1362-1688 • E-ISSN: 1477-0954
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/13621688261432418
OpenAlexW7154142240
LanguageEN
References cited67

This study examines the effectiveness of the PASSION teaching module in improving English language learning outcomes for rural junior high students. Grounded in an ecological systems perspective, the PASSION module, designed to address the unique challenges of remedial instruction in rural schools, integrates diagnostic tools, tailored teaching materials, structured instructional methods, and teacher development programs to support low-achieving students. Over a 3-year period, the module was implemented in three rural schools in H County, Taiwan, with data collected through a convergent mixed-methods approach. Quantitative data revealed significant improvements across four key English competencies, vocabulary, grammar, reading comprehension, and listening comprehension, tracked at six time points. The final year’s performance on the Comprehensive Assessment Program (the national high school entrance exam in Taiwan) also showed a notable reduction in the proportion of students below the competency level of the official assessment standard, compared with the cohort from the previous academic year, as well as a narrowing of the gap with all rural schools in H County. Qualitative insights from interviews with administrators, teachers, and students revealed five key themes: effective placement of students through accurate diagnostics, user-friendly teaching resources for teachers, heightened student engagement, beneficial feedback from peer observations, and increased motivation and achievement among both educators and students. Overall, the study suggests that the PASSION module effectively addresses learning disparities in rural settings, providing teachers with adaptable resources and fostering a highly engaging and positive learning environment that enhances student motivation and academic growth. These findings offer valuable insights for educators, policymakers, and researchers seeking to improve rural education and reduce achievement gaps.

Active listening · Faculty Development · Grounded theory · Passion · Qualitative property · Qualitative research · Remedial education · Teaching method · EFL/ESL Teaching and Learning · Indigenous and Place-Based Education · Multilingual Education and Policy

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