[[alternative]]差異性教學對科技大學學生閱讀理解力的研究

博士[[abstract]]由於不同能力、興趣和學習方法的學生分布在現今的課堂裡，如何滿足所有學習者的需求，差異化教學被認為是可以解決這個問題的有效教學。本研究旨在探討差異化教學對科技大學大一學生英文閱讀理解力與英文學習之影響以及大一學生對差異化教學的看法。研究對象為73位非英語系的大一學生，37位為實驗組，以分級教學活動與彈性分組實施差異化教學，另外36位為控制組，實施一般傳統教學活動。實驗教學前、後施以全民英檢初級閱讀測驗，並以教師日誌、學生訪談、分級活動作品作為質性資料。資料以獨立樣本t檢定與質性分析進行。結果顯示在閱讀理解測驗上，實驗組學生表現優於控制組學生，且達顯著差異；質性分析顯示學生對差異化教學多持肯定評價，並喜歡自由選擇權，選擇適合自己的活動與夥伴，可以提升他們的學習動機進而更加努力，增強自我的信心。差異化教學也對英文學習有幫助，促使英文進步，英文單字的認識也增多了。差異化教學也增加學生社交技巧與能力。研究者根據研究結果提出教學建議，科技大學或技術學院教師教授高中低程度學生時，可採納差異化教學來幫助學生學習英文並加強學生的學習動機與英語能力，亦可作為教學者及未來研究者之參考。[[abstract]]This mixed-method study aimed to explore the effect of differentiated instruction on students’ reading comprehension, their perceptions of learning English through differentiated instruction, and an individual’s English learning. This was prompted by the fact that today’s classroom was full of student diversity and differentiated instruction was regarded as an effective instructional approach to meet the needs of diverse students. The participants of this study were seventy-three non-English major students from a technological university in northern Taiwan. Thirty-seven students were in a treatment group receiving differentiated instruction through tiered activities with flexible grouping while thirty-six students were in a control group receiving the traditional instruction. Before and after the treatment, the participants took a mock elementary level GEPT reading test. Interviews with students, a teaching log, and tiered activities were collected as the qualitative data. The statistical analysis of independent-samples t test has revealed that there was a significant difference between the treatment group and control group. This means that students receiving differentiated instruction had better English reading comprehension than those receiving the traditional instruction. The results of qualitative data have reported that students showed positive attitude toward differentiated instruction. They liked to have choice of the tiered activities and grouping. They also showed more motivation, efforts, and self-confidence. Differentiated instruction also had a positive impact on their learning. They made some progress in their English such as recognizing more words. Differentiated instruction was also helpful to foster students’ social skills by working together. The pedagogical implications for teachers at technological universities or institutions in Taiwan and the limitations of this study were also provided.[[tableofcontents]]TABLE OF CONTENTS Acknowledgements i Chinese Abstract ii English Abstract iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF APPENDICES viii CHAPTER ONE: INTRODUCTION 1 1.1 Background and Rationale 1 1.2 Purpose of the Study 5 1.3 Research Questions 5 1.4 Significance of the Study 6 1.5 Definition of Terms 6 1.6 Organization of the Study 9 CHAPTER TWO: LITERATURE REVIEW 10 2.1 Definitions of Differentiated Instruction 10 2.2 Elements of Differentiated Instruction 11 2.3 Principles of Differentiated Instruction 14 2.3.1 Ongoing assessment 14 2.3.2 Flexible grouping 15 2.3.3 Free choices 15 2.3.4 Respectful Tasks 16 2.4 Strategies for Differentiated Instruction 16 2.5 Cooperative Learning in Differentiated Instruction 18 2.6 Technology Support for Differentiated Instruction 20 2.7 Studies on Differentiated Instruction in the United States 21 2.8 Studies on Differentiated Instruction in an EFL Field 27 2.9 Differentiated Instruction and EFL Reading 36 2.10 Differentiated Instruction on Reading Comprehension 37 2.11 Chapter Summary 40 CHAPTER THREE: METHODOLOGY 44 3.1 The Pilot Study 44 3.1.1 Participants 44 3.1.2 Materials 45 3.1.3 Procedure 46 3.1.4 Data collection 51 3.1.5 Data analysis 52 3.1.6 Results and discussion 53 3.1.7 Findings and implications for the main study 59 3.2 Main Study 60 3.2.1 Participants and research setting 61 3.2.2 Materials 63 3.2.3 Treatment 63 3.2.4 Tiered activities and flexible grouping 66 3.2.5 Procedure 75 3.2.6 Data collection 77 3.2.7 Data analysis 80 3.3 Chapter Summary 82 CHAPTER FOUR: RESULTS 84 4.1 Quantitative Findings Related to Research Question 1: 84 4.2 Qualitative Findings Related to Research Question 2: 89 4.3 Qualitative Findings Related to Research Question 3: 124 4.4 Chapter Summary 131 CHAPTER FIVE: DISCUSSION 133 5.1 Reading Performance 133 5.2 Perceptions of Differentiated Instruction 135 5.2.1 Choices lead to all possibilities 135 5.2.2 Self-determined grade triggers autonomy 136 5.2.3 Flexible grouping encourages involvement 139 5.2.4 Motivation and efforts result from tiered activities with flexible grouping 141 5.2.5 Skills and confidence are elicited from efforts 143 5.2.6 Warnings are given for the downsides of free choices 144 5.3 Differentiated Instruction on the English Learning of an Individual Student 146 5.4 Chapter Summary 147 CHAPTER SIX: CONCLUDING REMARKS 149 6.1 Discussion of the Major Findings 149 6.1.1 Reading performance 149 6.1.2 Perceptions of differentiated instruction 150 6.1.3 Differentiated instruction on the English learning of an individual student 152 6.2 Pedagogical Implications 153 6.3 Limitations of the Study 156 6.4 Suggestions for Future Research 157 REFERENCES 160 APPENDICES 170 LIST OF TABLES Table 2.1 Summary of Studies on Differentiated Instruction in Taiwan 35 Table 3.1 Type 1: Animals 47 Table 3.2 Type 2: Food 48 Table 3.3 Type 3: Food 49 Table 3.4 Type 4: Reading Comprehension Tests 50 Table 3.5 Profile of the Treatment (DI) Group and Control (Non-DI) Group 62 Table 3.6 Syllabus for Freshman English with DI 65 Table 3.7 Type 1: Holidays and Festivals 69 Table 3.8 Type 2: Ads for House Rental 70 Table 3.9 Type 3: The Internet 72 Table 3.10 Type 4: Time 75 Table 3.11 Summary of Data Analysis for Research Questions 81 Table 4.1 Descriptive Statistics of Pretest Scores for DI and Non-DI Groups: Group Statistics 86 Table 4.2 ANOVA for Pretest Scores for DI and Non-DI Groups: Independent-Samples Test 86 Table 4.3 Descriptive Statistics of Posttest Scores for DI and Non-DI Groups: Group Statistics 88 Table 4.4 ANOVA for Posttest Scores for DI and Non-DI Groups: Independent-Samples Test 88 Table 4.5 Interview Question 1 90 Table 4.6 Interview Question 2 91 Table 4.7 Interview Question 3 95 Table 4.8 Interview Question 4 96 Table 4.9 Interview Question 5 102 Table 4.10 Interview Question 6 106 Table 4.11 Interview Question 7 109 Table 4.12 Interview Question 8 114 Table 4.13 Interview Question 9 120 Table 4.14 Interview Question 10 123 Table 5.1 Interviewees’ Scores from Type 1 to Type 4 139 LIST OF APPENDICES Appendix A Type 1 Tiered Activities 170 Appendix B House Rental Ads 175 Appendix C Type 2 Tiered Activities 176 Appendix D Type 2 Tiered Activities (Students’ Work) 177 Appendix E Internet Terms 179 Appendix F Type 3 Tiered Activities 180 Appendix G Type 3 Tiered Activities (Student’s Work) 183 Appendix H Time Expressions 184 Appendix I Type 4 Tiered Acitivities 185 Appendix J Type 4 Tiered Activities (Students’ Work) 186 Appendix K Consent Form 189 Appendix L Interview questions for Research Question 2 190 Appendix M Interview Questions for Research Question 2 (Chinese Version) 191 Appendix N Sample Responses to Interview Questions (Student 5) 192 Appendix O Interview Questions for Research Question 3 194 Appendix P Interview Questions for Research Question 3 (Chinese Version) 195[[note]]學號: 897110176, 學年度: 10