QUESTIONNAIRES WERE DISTRIBUTED TO DEPARTMENT CHAIRMEN, TEACHERS OF REMEDIAL ENGLISH, AND STUDENTS IN 12 JUNIOR COLLEGES. IN ADDITION, PERSONAL INTERVIEWS WERE CONDUCTED WITH THE REMEDIAL ENGLISH INSTRUCTORS. SPECIFIC LANGUAGE ART SKILLS WERE RANKED IN ORDER OF WEAKNESS. THE DATA REFLECT THAT REMEDIAL ENGLISH CLASSES ARE NOT VERY EFFECTIVE AND SHOULD BE REAPPRAISED BY ALL CONCERNED. SEVERAL CONTRIBUTING FACTORS ARE (1) QUESTIONABLE PLACEMENT PROCEDURES, (2) LACK OF COMMUNICATION BETWEEN THOSE INVOLVED IN TESTING, COUNSELING, AND TEACHING, (3) INADEQUATELY TRAINED TEACHERS, (4) OUTDATED COURSE OUTLINES, (5) VAGUE OBJECTIVES, (6) LACK OF KNOWLEDGE OF STUDENTS' DIFFICULTIES, AND (7) OVERSIZED CLASSES. THE IMPORTANCE OF IMPROVEMENT OF THE PROGRAM IS EVIDENCED BY THE FACT THAT 70 PERCENT OF ENTERING FRESHMEN FAIL THE QUALIFYING EXAM FOR ENGLISH 1A. IT IS RECOMMENDED THAT REMEDIAL CLASSES BE LIMITED TO 20 STUDENTS AND THAT NO TEACHER BE REQUIRED TO TEACH MORE THAN TWO REMEDIAL CLASSES OR BE ASSIGNED SUCH CLASSES IN HIS 1ST YEAR. OTHER RECOMMENDATIONS REGARDING PLACEMENT TESTS, SYLLABUSES, OBJECTIVES, AREAS OF EMPHASIS, METHODS, GRADING, AND NEW APPROACHES ARE MADE WITH SUGGESTIONS FOR ADDITIONAL RESEARCH. (DE)