臺灣博碩士論文加值系統

本研究主要在透過應用精熟學習及差異化教學來改善七年級國中生英語聽力及閱讀。主要目的分為三部分: (1) 探討是否精熟學習及差異化教學策略有效幫助學生語言學習. (2) 比較學生在補救教學前後動機是否有差異. (3) 學習者對英語補救教學的看法。
參與此行動研究之對象為台南市某國中之五位七年級學生。參與者除了線上學習課程之外，另外也接受抽離式課程。整個行動研究長達十二周，參與者每週進行五堂各45分鐘的課程。此行動研究之研究方法以質為主量為輔，資料的收集包括了：背景調查、英語學習動機問卷、教師日誌、課堂錄影觀察、學生的學習單、回饋問卷、自我評量表、以及學生之訪談資料。此外，前測、後測、問卷調查、以及英語學習動機量表等量性數據也被進行分析和描述。
這項研究的結果說明：（1）精熟學習與差異化教學策略對學習者的英語學習有幫助。 （2）學習者的英語學習動機明顯增加。（3）參與者對補救教學大部分是正面的看法。此外，還提供今後對於低成就進行英語補救教學的研究建議。

This study focuses on improving seventh-grade EFL students’ listening and reading skills through the application of mastery learning and differentiated instruction. The specific purposes were divided into three parts: (1) To investigate whether the mastery learning and differentiated instruction strategies of the remedial program is effective in assisting students’ language learning. (2) To compare the participating students' learning motivation before and after the remedial program. (3) To examine the participants’ perceptions of the remedial instruction.
Five seventh grade students from a junior high school in Tainan City were recruited in this study. The subjects studied the on-line self-learning material based on their individual study plan. In addition, the subjects received pulled-out instruction once a week. The remedial instruction was conducted five times a week for forty-five minutes each time and continued for twelve weeks. The data analysis was mainly qualitative while some quantitative data were collected as well. The instruments consisted of the pretest, the posttest, the questionnaire, interviews, observations, field-notes, and the teacher’s reflective journal.
The results of the study indicated that: (1) The application of differentiated instruction positively influenced the low achievers’ learning outcomes. (2) The application of mastery learning helped low achievers to learn better. (3) The participants showed positive attitude and interest in learning.
Finally, according to the results of the research, some suggestions are proposed for teachers and researchers to consider.

TABLE OF CONTENT
Abstract ii
中文摘要 iv
Table of Content v
List of Tables and Figures viii
Chapter 1: Introduction 1
Background and Motivation 1
Purposes of Study 5
Research Questions 6
Definition of Terms 6
Chapter 2: Literature Review 8
Remedial Instruction 8
Mastery Learning 10
Differentiated Instruction 13
Computer Assisted Language Learning 18
Chapter 3: Methodology 22
Research Design 22
Setting 23
Participants 23
Role of the Researcher 26
Teaching Material 26
Cool English Online Learning Platform 26
Characteristics of Cool English 28
Teaching Methods 31
Teaching Strategies 32
Research Procedure 33
Observation 36
Reflection and Revision 36
Evaluation and Reflection 36
Instrument and Data Collection 37
Field Notes 37
Classroom Observation Notes 37
Reflection Journals 37
Self-evaluation Forms 38
Interview and Questionnaires 38
English Learning Motivation Scale 38
Data Analysis 39
Chapter 4: Results and Discussion 41
RQ1 41
RQ2 47
RQ3 53
Chapter 5: Conclusions and Suggestions 58
Pedagogical Implication 58
Limitations of the Study 59
Suggestions for Future Research 60
References 63
Appendices 69
Appendix A: Students’ Background Investigation 69
Appendix B: Field Notes 70
Appendix C: Observation Notes 71
Appendix D: Reflective Journal 72
Appendix E: Self-learning Record 73
Appendix F: Pre-test Questions 75
Appendix G: Posttest Questions 87
Appendix H: Self-evaluation Form (Chinese) 101
Appendix I: The Interview Guide (Chinese) 102
Appendix J: Motivation Questionnaire (Chinese) 103
Appendix K: Motivation Questionnaire 104
Appendix L: Learner’s Perception Questionnaire (Chinese) 105
Appendix M: Learner’s Perception Questionnaire 106
Appendix N: Consent form 107
Appendix O: Lesson Plan 108
Appendix P: Learning Passport 109
Appendix Q: Transcripts for Interview (Chinese) 110
Appendix R: Transcripts for Interview 113

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