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and ability to implement learning strategies for challenges are influential in her adjustment to the late immersion program, the international school. However, the researcher still recognizes three aspects of limitation. Due to the accessibility of students and teachers in K school, the findings of this study are based on only one particular learner and her homeroom teacher, so the results of the present study might not be applied to a wider situation. Besides, the researcher mainly depends on Shelly’s and Mr. Chen’s self-report to analyze and organize the findings. If the researcher adds classroom observation in the collection of data, a more
comprehensive result could be presented. Lastly, the research only lasted for a semester, and the limited time for data collection appears to be the other weakness.
If the study lasted for a longer period of time, a better understanding of how and why Shelly adjusted to the new environment successfully or unsuccessfully can be explored with more depth.
5.5. Recommendation for Future Research
A few recommendations for future research direction are listed below. Firstly, involving a larger number of participants to conduct a larger scale exploration of immersion students’ learning experiences either through qualitative method or quantitative method so that a more comprehensive views could be gained.
Secondly, a combined method of data collection is desirable, for this study only
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reveals a learner’s perception of learning experiences; yet, how a learner thinks does not present the whole story. Thus, future researchers are suggested to add classroom observation into their data collection method. If possible, more people needed to be interviewed, for instance, peers, teachers, and parents.
Thirdly, a prolonged study is encouraged to have a complete understanding of a learner’s learning experiences and factors influencing them. Lastly, given the fact that immersion program in Taiwan belongs to private institution, the curriculum design might vary. And the goal and the design of a curriculum are an influential factor for students’ learning acquisition. So it might be ideal to conduct a study that involves participants from two immersion programs held in different schools.
5.6. Conclusion
Immersion program has been a popular choice for learners to develop a high level of L2 and acquire content knowledge at the same time. However, learning experiences differ depending on the immersing context students are in and the learning style they possess. In the present study, the researcher has explored the learning experiences of Shelly, a grade eight student who just transferred from a secondary school to a late total immersion program. Shelly’s story reveals how her attitude toward English, her English proficiency, and her familiarity with the
environment and the content facilitate her adjustment the immersion program in the
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first semester. Also, the interaction between Shelly and the curriculum, the teachers, and the peers are uncovered. Three factors are found to enhance Shelly’s adjustment.
One is a shared educational goal between Shelly and the curriculum; another is the shared style of teaching and learning between the teachers and Shelly; the other is a tight social group embracing cooperative and collaborative learning that Shelly involved in. Moreover, a combined power of Shelly’s high sense of self-efficacy and the ability to adopt learning strategies for the adjustment is presented. The last concern focuses on Shelly’s L1 development. Achieving a high score of the Chinese exam does not satisfy her because she fails to develop the Chinese competences as expected. Through illustrating Shelly’s story, the researcher provides an insider’s view of a late total immersion student’s learning experiences in the first semester, and thereby, we wish all immersion students have fulfilling rewards.
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