A Study of Using Differentiated Instruction in English Course for the Sixth Grade Students

• Main Authors: Yi-Ching Chen, 陳怡靜
• Other Authors: Hui-Hsueh Chan
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/a682x5

碩士 === 國立新竹教育大學 === 教育與學習科技學系 === 105 === The purpose of this study is to explore the influence of implementation of differentiated instruction on English as foreign language (EFL) sixth graders’ English academic achievement and learning attitude. This quasi-experimental study was conducted in two sixth grade classrooms in Hsinchu City, including an experimental group for twenty-seven students with English differentiated instruction and a control group for twenty-seven students with general English teaching. The differentiated instruction lasted for six weeks, two times a week. The English Achievement Test was used to group your leaners. Both groups took the “English Achievement Tests” and filled out the “English Learning Attitude Questionnaire” before and after the instruction. In addition, the experimental group filled out the “English Differentiated Instruction Learning Attitude Questionnaire” after the instruction. The data was then analyzed with descriptive statistics, including independent-samples t test, paired-sample t test, one-way ANCOVA and qualitative analysis. Based on the data analysis, this study had the following major findings: 1.English differentiated instruction group performed significantly better than general English teaching group in the post English Achievement Test. Differentiated instruction worked effectively for both low and intermediate proficiency learners. 2.English differentiated instruction group performed significantly better than general English teaching group in the post English Learning Attitude Questionnaire, however, there were no significant difference among low, intermediate and high proficiency learners in terms of their English Learning Attitudes. 3.Students’ attitudes toward English differentiated instruction were positive. 4.The research of using differentiated instruction can encourage teachers to reflect their instruction, understand the students’ learning and enhance professional growth.