Shattering the hierarchical education system

The study aims to examine the effectiveness of the poststructural feminist pedagogical model developed by the author in 2006 and apply the model to the English classroom to investigate whether it has any potential to increase Taiwanese students English learning achievement, critical thinking ability, and satisfaction with their class. The quantitative methods used in the study are an English achievement test, a critical thinking ability test, and a student satisfaction questionnaire. The qualitative methods are a semi-structured questionnaires and interviews. An independent sample t-Test was used to determine if there were any statistically significant differences in the means between the students in the traditional classroom and the students in the poststructural feminist classroom. The research results show that the poststructural feminist pedagogical model has positive effects upon the participants in the experimental group. Several conclusions are elicited from the study. First, in the English language achievement, the students instructed according to the poststructural feminist pedagogical model significantly outperform those receiving the traditional banking instruction. Second, they are equipped with significantly better critical thinking ability. Third, they express significantly greater satisfaction than those receiving traditional banking instruction.