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。

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.

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

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