An Action Research of Using Differentiated Instruction to Enhance Fourth Graders’ English Performance

• Main Authors: Liao,Tsai-Yu, 廖彩妤
• Other Authors: Tseng,Jung-Hua
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/5xbdy5

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 106 === Abstract This study aimed at using differentiated instruction to enhance fourth graders’ English performance by designing different teaching ways and assignments. The researcher, as a teacher, based on English ability to design different curriculum and teaching which are trying for making everyone in the class be able to learn well. The participants were21 students at HsiWang Elementary School in New Taipei City. This research was conducted once a week, 40 minutes per period, and a total of 7 weeks (from October to November, 2017). The working sheets and the questionnaire were collected to analyze the participants’ English attitude and learning responses to differentiated instruction. The major findings of this study were as follow: I. Adjustingdifferential instructionhelps to design the adaptable activities for students. II. Using differentiated instruction effectively can enhance students’ English performance. III. Using differentiated instruction can gradually enhance students’ English writing performance. IV.Researchers enhance their professional skills in the research. The suggestions of this study were as follow: I. Teacher must master differentiated instruction and be flexibly amended it. II. Meaningful teaching is suitable for differentiated instruction. III.Teachers can design different aspects of learning activities based on students’ learning interests and ability. IV. To make gender-oriented research on English teaching with differentiated teaching. V. Using differentiated instruction in different grades. VI.Using differentiated instruction to explore the cooperation among teachers, parents and students. Keywords: Differentiated instruction, English teaching, Multiple Intelligence