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The Effects of Differentiated Instruction on English Learning and Motivation: A Case study of Sixth Graders in Taiwan
|Issue Date:||2020-11-03 11:30:36 (UTC+8)|
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.
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|Appears in Collections:||[Department of English] Theses|
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