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題名 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
The Effects of Differentiated Instruction on English Learning and Motivation: A Case study of Sixth Graders in Taiwan
作者 高禎鞠
Kao, Chen-Chu
貢獻者 許麗媛
Hsu, Li-Yuan
高禎鞠
Kao, Chen-Chu
關鍵詞 差異化教學
英語學習
學習動機
differentiated instruction
English learning
motivation
日期 2020
上傳時間 3-十一月-2020 11:30:36 (UTC+8)
摘要 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.
參考文獻 Affholder, L. P. (2003). Differentiated instruction in inclusive elementary classrooms. Unpublished Doctoral dissertation, University of Kansas, Teaching and Leadership.
Ankrum, J. W., & Bean, R. M.(2008). Differentiated Reading Instruction: What and How. Reading Horizons, 48 (2), 133-146
Brimijoin, K., Marquissee, E., & Tomlinson, C. A. (2003). Using Data to Differentiate Instruction. Educational Leadership, 60 (5), 70-73.
Chapman, C., & King, R. (2005). Differentiated Assessment Strategies: One Tool doesn`t Fit All. Corwin Press.
Chien, C. W. (2015). Analysis of Taiwanese elementary school English teachers’ perceptions of, designs of, and knowledge constructed about differentiated instruction in content. Cogent Education, 2 (1), 1-16.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self‐confidence, and group cohesion in the foreign language classroom. Language Learning, 44 (3), 417-448.
Danielson, C., (1996). Enhancing professional practice: A framework for teaching. Alexandria, Va: ASCD.
Dai, L. H. (2017) The Application of Differentiated Instruction in a Sixth - Grade EFL Classroom: An Action Research Approach. Unpublished master’s thesis, Southern Taiwan University of Science and Technology, Tainan.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40 (1), 45-78.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78 (3), 273-284.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
Ford, M. P. (2005). Differentiation through flexible grouping: Successfully reaching all readers. Learning Point Associates, North Central Regional Educational Laboratory (NCREL) sponsored under U.S. Department of Education, under contract number ED-01-CO-0011.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
Gardner, R. C., Tremblay, P. F., & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81 (3), 344-362.
Gardner, R. C. (2010). Motivation and Second Language Acquisition. Peter Lang.
Green, F. E. (1999). Brain and learning research: Implications for meeting the needs of diverse learners. Education Indianapolis, 119, 682-687.
Gregory, G. H., & Chapman, C. (2012). Differentiated instructional strategies: One size doesn`t fit all. Corwin Press.
Guild, P. B. (2001). Diversity, learning style and culture. New Horizons for Learning, 1.
Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Minneapolis, MN.
Johnsen, S. (2003). Adapting instruction with heterogeneous groups. Gifted Child Today, 26 (3), 5-6.
Lawrence, B. D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 34-62.
Lee, H. R. (2017). The Effects of Board Games Integrated into Differentiated Instruction on Fifth Graders’ English Learning Motivation and English Word Recognition. Unpublished master’s thesis, National University of Tainan, Tainan.
Lee, Y. L. (2015). The Effects of Differentiated Instruction on English Grammar Learning of Junior High School Students. Unpublished master’s thesis, National Chengchi University, Taipei.
Li, H. P. (2015). The Action Research of Using Differentiated Instruction in Reading Course for The Sixth Grade Students. Unpublished master’s thesis, National Hsinchu University of Education, Hsinchu.
Lin, G. R. (2012). The development of English learning motivation model: a study on college freshmen in Taipei City. Unpublished master’s thesis, National Chengchi University, Taipei.
Lo, B. J. (2011) A Study on Applying Intelligent Pen to Improve Oral Reading Proficiency, Learning Motivation and Learning Satisfaction. Unpublished master’s thesis, National Chengchi University, Taipei.
Maki, P. (2002). Using multiple assessment methods to explore student learning and development inside and outside of the classroom. NASPA`s Net Results.
McBride, B. (2004). Data-driven instructional methods: One strategy fits all doesn`t work in real classrooms. [Electronic version]. The Journal, 31 (11), 38-39.
McGill F. A., Zmach, C., Solic, K., &Zeig, J. L. (2006). The confluence of two policy mandates: Core reading programs and third-grade retention in Florida. The Elementary School Journal, 107 (1), 67-91.
Mulroy, H., &Eddinger, K. (2003). Differentiation and literacy. Institute on Inclusive Education, Rochester.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83 (1), 23-34.
Peng, I. N. (2002). EFL motivation and strategy use among Taiwanese senior high school learners. Unpublished master’s thesis, National Taiwan Normal University, Taipei.
Radencich, M. C. & McKay. L. J. (1995) Flexible Grouping for Literacy in the Elementary Grades. Pearson.
Strangman, N., Hall, T., & Meyer, A. (2003). Graphic organizers and implications for universal design for learning: curriculum enhancement report. National Center on Accessing the General Curriculum.
Stronge, J. H., Tucker, P. D., &Hindman, J. L. (2004). Handbook for qualities of effective teachers. ASCD.
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7 (7), 935-947.
Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the" how" as well as the" what" in effective reading instruction. The Reading Teacher, 56 (3), 270-279.
Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest.
Tomlinson, C. A. (2001a). Differentiated instruction in the regular classroom. Understanding Our Gifted, 14 (1), 3-6.
Tomlinson, C. A. (2002). Different learners, different lessons. Instructor, 112 (2),21-25.
Tomlinson, C. A. (2004b). Research evidence for differentiation. School Administrator, 61 (7), 30.
Tomlinson, C. A. (2008). The Goals of differentiation. Educational Leadership, November, 26-30.
Tomlinson, C. A. & Moon, T. R. (2013). Assessments and student success in a differentiated classroom. Alexandria, Virginia: ASCD.
Tuttle, J. (2000). Differentiated Classrooms (Report). Woodbury: Cedar Mountain Academy.
W, C. H. (2016). The Efficacy of Implementing Differentiated Instruction on EFL High School Students’ English Listening Comprehension Ability. Unpublished master’s thesis, National Chengchi University, Taipei.
Wen, X. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30 (2), 235-251.
Weng, H. T. (2015). The Effect of Differentiated Instruction on Fifth Graders’ English Learning Achievement and Learning Attitude. Unpublished master’s thesis, National Taiwan Normal University, Taipei.

張玉茹、吳青蓉、羅廷瑛 (2007):國小學生英語學習動機與英語聽力學習成就相關之研究。載於台北市立教育大學主編「2007年台灣教育學術研討會」論文集，470-496。(國科會計畫編號: NSC-93-2413-H-260-013)
陳靜宜、呂正雄、李明憲(2011):系統化教學設計對學習成效與動機影響之研究:以國小五年級英語教學內容為例。教育理論與實踐學刊，第23期，117-148。
劉沂芳 (2008):透過彈性分組進行英語為外語的差異教學。載於台北市立教育大學學報，第39卷，第1期，97-122。
描述 碩士
國立政治大學
英語教學碩士在職專班
104951006
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951006
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (作者) 高禎鞠zh_TW
dc.contributor.author (作者) Kao, Chen-Chuen_US
dc.creator (作者) 高禎鞠zh_TW
dc.creator (作者) Kao, Chen-Chuen_US
dc.date (日期) 2020en_US
dc.date.accessioned 3-十一月-2020 11:30:36 (UTC+8)-
dc.date.available 3-十一月-2020 11:30:36 (UTC+8)-
dc.date.issued (上傳時間) 3-十一月-2020 11:30:36 (UTC+8)-
dc.identifier (其他 識別碼) G0104951006en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/132457-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 104951006zh_TW
dc.description.abstract (摘要) 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。		zh_TW
dc.description.abstract (摘要) 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.		en_US
dc.description.tableofcontents 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		zh_TW
dc.format.extent 3164500 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951006en_US
dc.subject (關鍵詞) 差異化教學zh_TW
dc.subject (關鍵詞) 英語學習zh_TW
dc.subject (關鍵詞) 學習動機zh_TW
dc.subject (關鍵詞) differentiated instructionen_US
dc.subject (關鍵詞) English learningen_US
dc.subject (關鍵詞) motivationen_US
dc.title (題名) 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zh_TW
dc.title (題名) The Effects of Differentiated Instruction on English Learning and Motivation: A Case study of Sixth Graders in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Affholder, L. P. (2003). Differentiated instruction in inclusive elementary classrooms. Unpublished Doctoral dissertation, University of Kansas, Teaching and Leadership.
Ankrum, J. W., & Bean, R. M.(2008). Differentiated Reading Instruction: What and How. Reading Horizons, 48 (2), 133-146
Brimijoin, K., Marquissee, E., & Tomlinson, C. A. (2003). Using Data to Differentiate Instruction. Educational Leadership, 60 (5), 70-73.
Chapman, C., & King, R. (2005). Differentiated Assessment Strategies: One Tool doesn`t Fit All. Corwin Press.
Chien, C. W. (2015). Analysis of Taiwanese elementary school English teachers’ perceptions of, designs of, and knowledge constructed about differentiated instruction in content. Cogent Education, 2 (1), 1-16.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self‐confidence, and group cohesion in the foreign language classroom. Language Learning, 44 (3), 417-448.
Danielson, C., (1996). Enhancing professional practice: A framework for teaching. Alexandria, Va: ASCD.
Dai, L. H. (2017) The Application of Differentiated Instruction in a Sixth - Grade EFL Classroom: An Action Research Approach. Unpublished master’s thesis, Southern Taiwan University of Science and Technology, Tainan.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40 (1), 45-78.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78 (3), 273-284.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
Ford, M. P. (2005). Differentiation through flexible grouping: Successfully reaching all readers. Learning Point Associates, North Central Regional Educational Laboratory (NCREL) sponsored under U.S. Department of Education, under contract number ED-01-CO-0011.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
Gardner, R. C., Tremblay, P. F., & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81 (3), 344-362.
Gardner, R. C. (2010). Motivation and Second Language Acquisition. Peter Lang.
Green, F. E. (1999). Brain and learning research: Implications for meeting the needs of diverse learners. Education Indianapolis, 119, 682-687.
Gregory, G. H., & Chapman, C. (2012). Differentiated instructional strategies: One size doesn`t fit all. Corwin Press.
Guild, P. B. (2001). Diversity, learning style and culture. New Horizons for Learning, 1.
Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Minneapolis, MN.
Johnsen, S. (2003). Adapting instruction with heterogeneous groups. Gifted Child Today, 26 (3), 5-6.
Lawrence, B. D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 34-62.
Lee, H. R. (2017). The Effects of Board Games Integrated into Differentiated Instruction on Fifth Graders’ English Learning Motivation and English Word Recognition. Unpublished master’s thesis, National University of Tainan, Tainan.
Lee, Y. L. (2015). The Effects of Differentiated Instruction on English Grammar Learning of Junior High School Students. Unpublished master’s thesis, National Chengchi University, Taipei.
Li, H. P. (2015). The Action Research of Using Differentiated Instruction in Reading Course for The Sixth Grade Students. Unpublished master’s thesis, National Hsinchu University of Education, Hsinchu.
Lin, G. R. (2012). The development of English learning motivation model: a study on college freshmen in Taipei City. Unpublished master’s thesis, National Chengchi University, Taipei.
Lo, B. J. (2011) A Study on Applying Intelligent Pen to Improve Oral Reading Proficiency, Learning Motivation and Learning Satisfaction. Unpublished master’s thesis, National Chengchi University, Taipei.
Maki, P. (2002). Using multiple assessment methods to explore student learning and development inside and outside of the classroom. NASPA`s Net Results.
McBride, B. (2004). Data-driven instructional methods: One strategy fits all doesn`t work in real classrooms. [Electronic version]. The Journal, 31 (11), 38-39.
McGill F. A., Zmach, C., Solic, K., &Zeig, J. L. (2006). The confluence of two policy mandates: Core reading programs and third-grade retention in Florida. The Elementary School Journal, 107 (1), 67-91.
Mulroy, H., &Eddinger, K. (2003). Differentiation and literacy. Institute on Inclusive Education, Rochester.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83 (1), 23-34.
Peng, I. N. (2002). EFL motivation and strategy use among Taiwanese senior high school learners. Unpublished master’s thesis, National Taiwan Normal University, Taipei.
Radencich, M. C. & McKay. L. J. (1995) Flexible Grouping for Literacy in the Elementary Grades. Pearson.
Strangman, N., Hall, T., & Meyer, A. (2003). Graphic organizers and implications for universal design for learning: curriculum enhancement report. National Center on Accessing the General Curriculum.
Stronge, J. H., Tucker, P. D., &Hindman, J. L. (2004). Handbook for qualities of effective teachers. ASCD.
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7 (7), 935-947.
Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the" how" as well as the" what" in effective reading instruction. The Reading Teacher, 56 (3), 270-279.
Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest.
Tomlinson, C. A. (2001a). Differentiated instruction in the regular classroom. Understanding Our Gifted, 14 (1), 3-6.
Tomlinson, C. A. (2002). Different learners, different lessons. Instructor, 112 (2),21-25.
Tomlinson, C. A. (2004b). Research evidence for differentiation. School Administrator, 61 (7), 30.
Tomlinson, C. A. (2008). The Goals of differentiation. Educational Leadership, November, 26-30.
Tomlinson, C. A. & Moon, T. R. (2013). Assessments and student success in a differentiated classroom. Alexandria, Virginia: ASCD.
Tuttle, J. (2000). Differentiated Classrooms (Report). Woodbury: Cedar Mountain Academy.
W, C. H. (2016). The Efficacy of Implementing Differentiated Instruction on EFL High School Students’ English Listening Comprehension Ability. Unpublished master’s thesis, National Chengchi University, Taipei.
Wen, X. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30 (2), 235-251.
Weng, H. T. (2015). The Effect of Differentiated Instruction on Fifth Graders’ English Learning Achievement and Learning Attitude. Unpublished master’s thesis, National Taiwan Normal University, Taipei.

張玉茹、吳青蓉、羅廷瑛 (2007):國小學生英語學習動機與英語聽力學習成就相關之研究。載於台北市立教育大學主編「2007年台灣教育學術研討會」論文集，470-496。(國科會計畫編號: NSC-93-2413-H-260-013)
陳靜宜、呂正雄、李明憲(2011):系統化教學設計對學習成效與動機影響之研究:以國小五年級英語教學內容為例。教育理論與實踐學刊，第23期，117-148。
劉沂芳 (2008):透過彈性分組進行英語為外語的差異教學。載於台北市立教育大學學報，第39卷，第1期，97-122。		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202001767en_US