The Effect of Differentiated Instruction on English Self-Efficacy and English Achievement of Eighth Grade Student in Taiwan

• Main Authors: MO, TUN-YI, 莫敦儀
• Other Authors: HUNG, MING-LING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/11564932154648322517

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 105 === The main purpose of this study is to identify the effect on English self-efficacy and English achievement of eighth graders by teaching English with differentiated instruction and traditional lecturing. A Quasi-experimental design was adopted and fifty-five eighth graders of C Junior High School were selected as the participants of this study. One was the experimental group which was taught with differentiated instruction； the other was the control group which was taught with traditional lecturing. The experiment was carried out in six weeks. The experimental tools are English Self-Efficacy Scales and English Achievement Test. The results were analyzed with one-way ANCOVA, Independent-Sample T-test, Paired- Samples T-test. The findings of this study are summarized as follows： 1. Differentiated instruction has a significant effect on English achievement of eighth graders with intermediate level. 2. Differentiated instruction has a significant effect on English self-efficacy of eighth graders. 3. Differentiated instruction has a significant effect on English self-efficacy of eighth graders with different levels. Finally, based on the results, some suggestions are discussed and proposed as reference for future studies.