An Action Research of Differentiated Instruction for Junior High Students via the Use of iPad: Reading Fluency and Learners' Perception

• Main Authors: TSOU, CHUN-CHING, 鄒純菁
• Other Authors: CHIEN, YA-CHEN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/32227936577530853904

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 104 === This research implemented Differentiated Instruction (DI) via the use of iPad to enhance junior high school students’ reading fluency and to gauge their perception towards the differentiated lessons. The action research method was adopted to develop a suitable lesson plan for implementing DI with the use of iPad devices. Two 7th junior high school classes with a total of 52 students in Taipei took part in this study. The study lasted for twelve weeks during which three DI programs were introduced. Students’ monthly exam scores were the grouping basis, and varying levels of English passages were the teaching materials. iPads were the assistive devices for students to self-study vocabulary and sentences in the English passages. Students used the modes of repeated reading and timed reading to practice the passages and then handed in the assignment of reading aloud the passages by recording them in the iPads. Independent Samples t Test was used to analyze students’ pre-test and post-test of English reading fluency. Students’ learning perception was explored through “Learning English by using iPad Questionnaires” in terms of descriptive statistics. In-class observation records, interviews with the teaching observer, students’ feedbacks, and the researcher’s reflections were used as qualitative analysis to discuss students’ learning perception. The conclusions of this research were as follows: 1. The most suitable teaching model for implementing DI with the use of iPad devices was: using Kahoot for warm-up activity; having students self-study by using Quizlet; the teacher teaching with the mode of flash words and sentences; students practicing short English passages through repeated reading; students recording passages in Chatterkid by means of timed reading. To implement a successful DI lesson via the use of iPad, smooth Internet connection, students’ familiarity with the course mode, and the peer teacher’s assistance were the major elements. 2. The result of this study showed that implementing DI via the use of iPad promoted students’ English oral reading fluency. 3. Students were highly positive about implementing DI via the use of iPad and looked forward to proceeding with the program. However, the content of the teaching materials should be modified for medium and low students. Recording passages were not an easy job for medium and low students as well. 4. Students considered the three main APPs：Kahoot, Quizlet, Chatterkid, used in the DI program fun and amusing. Furthermore, students referred that the APPs contributed to their English learning.