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The Efficacy of Implementing Differentiated Instruction on EFL High School Students’ English Listening Comprehension Ability
Wang, Chin Hung
Yu, Ming Chung
Wang, Chin Hung
|Issue Date:||2016-08-03 11:42:43 (UTC+8)|
As we know, teachers, in the 21st century, are being asked to work with ever more broadly diverse groups of learners, and many of them are faced with a mixed-ability or heterogeneous classroom. To deal with this problem, differentiated instruction (DI) was created and it has proven to be successful in both EFL and ESL context. Besides, several studies have shown how it could be used to improve students’ learning in specific subjects such as math, music and English. However, few studies can be found about the effects of exploiting differentiated instruction on improving students’ listening comprehension ability and strengthening their motivation in empirical studies.
The 74 participants in this study were two groups of 11th graders from a public high school in northern Taiwan. Both had similar background and education. They were all students in science study classes with the same English courses every week. Although the two classes could be presumptively homogeneous, a t-test was used to ensure the homogeneity of these two classes and the subgroups in both two classes. General English Proficiency Test (GEPT) served as pretest and posttest. After 11-week treatment, a t-test was used to analyze the data. The results are summarized as follows:
1. DI improved high school student’s listening comprehension ability.
2. DI improved learners’ achievement and minimized the achievement gap among learners in EFL context.
3. DI worked effectively for both low and intermediate proficiency learners.
4. The difficulties corresponded to what Brown (p. 45) proposed, such as “reduced forms,” “performance variables,” “redundancy” and “rate of delivery.”
5. Most of the participants showed positive attitude toward DI.
6. The problems they encountered while listening to the videos were lack of vocabulary, the delivery speed, accent, and redundancy
Based on findings mentioned above, explanations and suggestions are provided for high school English teachers and researchers who are interested in differentiated instruction.
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|Appears in Collections:||[英語教學碩士在職專班] 學位論文|
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