近年來，科技大學學生英文程度偏低的情形引起各界關注，教育部提供各校經費辦理提昇學生外語能力，補救教學即是重點之一。然而，英文補救教學課程常常是短期、重點式的補救方法，因此，有頭痛醫頭、腳痛醫腳的缺點。據研究者的教學經驗，大部分科技大學學生英文程度不佳，連應英或應外系的學生也是，原因都是基礎不穩。進行補救教學時，非應英 (外) 系的學生都希望從頭教起，把基礎穩紮穩打的建立起來；然而，應英系的學生們卻一直被認為英文程度好，所以，不必參加補救教學，也因此沒有機會從頭學起。本研究以94位科技大學應英系和非應英系學生為研究對象，從詞彙量測驗和初級英檢模考的成績來判斷，應英系學生只比非應英系學生程度稍好，但基礎不穩，小錯不斷，因此，都需要從頭學習英語。本研究所提出的補救教學課程依學生的程度而有不同而設計。從頭學起的補救教學課程設計特色是以精熟學習的理論為主，以打下穩固英文基礎為目標，總教學時數為40小時，後測顯示兩組學生的成績進步情形。口訪內容和學生的反饋單，了解學生對此補救教學課程的看法，和學習前中後的感想。文末提出教學上的建議供有心於補救教學的老師們參考。

Recently, technological university students’ deficiency in English has received much attention. The Ministry of Education supports universities of technology to provide students with a remedial program. Viewed from the past experience, a remedial program is always short-term and focused. The short-term behavior: “Treat the head when the head aches; treat the foot when the foot hurts,” not only has wasted educational resources but has never achieved educational goals. Both English majors and non-English majors at universities of technology have insufficient competence in English. They need to lay a solid foundation in English by receiving an effective remedial program which will help them start over. In this study, 94 participants from Applied English department and non-English departments were required to take Vocabulary level test and the Elementary GEPT mock test. According to their test results, English majors were slightly better than non-English majors, but their proficiency was not steady. Therefore, a start over remedial program was designed for them based on theory of mastery learning in order to achieve the goal of building up a solid foundation for them in English. The total duration was forty hours and the posttest showed their progress. Data from oral interviews and student feedback showed participants’ attitude toward this remedial program. Finally, the researcher provides suggestions for teachers who have an interest in remedial instruction.