In recent years, with the implementation of english teaching in elementary schools, the situation of different English proficiency in junior high extended to the elementary stage. The problem is getting worse and the number of English underachievers in elementary schools is gradually rising.

This study aimed to examine the effects of readers theater integrating into English remedial teaching on fifht graders’ English learning motivation. The research method was action research and there were 12 fifth-grade students to participate in the experimental instruction for 12 English remedial teaching courses. In order to understand the process and difficulties of implementing readers theater and find out solutions from students’ response, the teachers’ observation, interviews, and questionnaire were used as data collection and analysis.

The foundings of this were concluded as follows:

1.There is a positive effect on students learning motivation when integrating readers theater n to English remedial teaching.

2.The integration of Readers Theater into English remedial teaching can promote teachers’ professional development.

3.The application of Readers Theater to remedial teaching can prompt low-achieving students' willingness to speak English aloud.