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研究生:高禎鞠
研究生(外文):Kao, Chen-Chu
論文名稱:差異化教學對國小六年級學生英語學習及動機成效之個案研究
論文名稱(外文):The Effects of Differentiated Instruction on English Learning and Motivation: A Case study of Sixth Graders in Taiwan
指導教授:許麗媛許麗媛引用關係
指導教授(外文):Hsu, Li-Yuan
口試委員:尤雪瑛羅美蘭
口試委員(外文):Yu, Hsueh-YingLo, Mei-Lan
口試日期:2020-09-18
學位類別:碩士
校院名稱:國立政治大學
系所名稱:英語教學碩士在職專班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2020
畢業學年度:109
語文別:英文
論文頁數:72
中文關鍵詞:差異化教學英語學習學習動機
外文關鍵詞:differentiated instructionEnglish learningmotivation
相關次數:
  • 被引用被引用:2
  • 點閱點閱:274
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  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:0
論文提要內容:
  本行動研究旨在分析及探討實施差異化教學對於新北市一所國小之六年級學生的英語能力及英語學習動機的影響,以全民英檢之小學英檢(一)為前測,得知六年級學生的英語程度,依其測驗結果將學生分為低中高三組。並輔以英語學習動機量表了解學生的英語學習動機。教學過程中進行英語差異化教學,透過階梯式教學單、彈性分組、及多元評量等方式幫助學生學習英語及增進其學習英語的動機。經三個月後,以全民英檢之小學英檢(二)為後測,分析學生經差異化教學後英語能力的改變,並輔以英語學習動機量表及差異化教學回饋表探究學生學習英語的動機情形的及其對差異化教學的看法。  
本研究的結果顯示,(1)差異化教學增進了學生的聽力,尤其是中階組與高階組的學生。 (2)差異化教學增進了學生的英語學習動機,包含學學習英語的態度以及對於學習英語的求知欲。(3)就英語學習成效以及英語學習興趣而言,學生對於差異化教學有正向的看法。
最後,研究者根據研究結果,對於國小英語教學實施差異化教學提出數點看法,作為未來研究之方向。
This action research aimed to find out the effects of differentiated instruction (DI) on English learning and motivation of sixth graders in New Taipei City. The researcher applied GEPT Kids (Form A) as the pretest to understand the participants’ English proficiency. The participants were divided into three groups according to their performance on the test. Also, an English learning motivation questionnaire was applied to understand the students’ English learning motivation. Then, the researcher implemented differentiated instruction in English class. Tiered tasks, flexible grouping, and multiple assessments were used in the study to help the participants learn English better and increase their motivation. After twelve weeks of DI learning, the posttest of GEPT Kids (Form B) was conducted to understand the participants’ English ability. In addition, the English learning motivation and DI feedback questionnaires were employed to understand the participants’ English learning motivation and their perceptions of differentiated instruction.
The results indicated that (1) DI fostered the participants’ English listening ability, especially those students from the intermediate and high proficiency groups. (2) DI enhanced the participants’ motivation regarding their attitude and desire toward learning English. (3) Students held positive attitude toward DI regarding its effects on English learning outcomes and interest.
Finally, based on the findings, pedagogical implications for differentiated instruction in the English classroom at primary level were provided.
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LISTS OF TABLES vi
LISTS OF FIGURES vii
CHINESE ABSTRACT viii
ENGLISH ABSTRACT ix
CHAPTER 1: INTRODUCTION 1
Background 1
Definition of Differentiated Instruction 2
Definition of Second Language Motivation 3
Purpose of the Study 3
CHAPTER 2: LITERATURE REVIEW 5
Differentiated Instruction 5
Studies on Differentiated Instruction 7
DI Studies in Taiwanese EFL Classrooms 8
Second Language Motivation 10
CHAPTER 3: RESEARCH METHOD 13
Participants 13
The DI Approach 14
Instruments 17
General English Proficiency Test Kids 17
English Learning Motivation Questionnaire 19
Questionnaire on Students’ Feedback of DI 21
Procedure 23
Data Analysis 24
CHAPTER 4: RESULTS 25
The Effects of Differentiated Instruction on GEPT Pretest and Posttest 25
Differentiated Instruction on English Learning Motivation 29
Questionnaire on Students’ Feedback of DI 33
CHAPTER 5: DISCUSSION AND CONCLUSION 38
Discussion 38
Limitations and Implications 41
Conclusion 43
REFERENCES 44
APPENDIX A 49
APPENDIX B 50
APPENDIX C 51
APPENDIX D 53
APPENDIX E 55
APPENDIX F 58
APPENDIX G 61
APPENDIX H 64
APPENDIX I 67
APPENDIX J 70
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