| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 98 === This semi-experimental study aimed to explore the impact of within-class homogeneous ability grouping teaching on the English academic achievement and the attitude of 147 sixth grade students with different English proficiency. Data were collected with English learning achievement test, classroom observing diary, and homogeneous ability grouping interview and analyzed with t test and induction. The major findings of the study are that within-class homogeneous ability grouping teaching can improve English academic achievement of middle proficiency group significantly but does not have significant impact on the English academic achievement of low and high proficiency groups. However, all of the three groups of students show very positive attitude toward the mode of within-class homogeneous ability grouping, which released students from anxiety and did not cause the label effect. Middle and high proficiency groups hoped to keep on the experimental instruction with the same group but half of low proficiency group hoped to learn under the teacher’s guidance because of their group-mates’ noise and chatting.
Finally, some suggestions based on the findings were offered to English teachers and future studies.
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