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An Empirical Study on Differentiated Instruction in Practicing Teaching English to Junior High School Students
The study aimed to investigate the process of implementing differentiated instruction on English learning among junior high school students. The researcher adopted the method of action research to implement differentiated instruction on a ninth-grade class. The purposes of the study were: first, to construct a plan for English classes in junior high schools to implement differentiated instruction; second, to investigate the process and the result of implementing differentiated instruction in junior high schools; third, to reflect on challenges and professional growth when differentiated instruction was applied in junior high school English classes. The content for differentiated instruction was based on vocabulary, conversations, and diversities of curriculum materials from first six units of Book Five. Furthermore, the four elements of differentiated instruction – content, process, product, and learning environment– were integrated in course design. Research design was divided into two phases and in the process of research, the researcher obtained data through observation, interviews, questionnaires, and data analysis. The following conclusions were reached. First, when planning differentiated instruction, core beliefs and principles must be integrated, and needs analysis could be completed through observation and interviews. Lesson planning began with easy objectives to suit students of different levels and implemented differentiated instruction to design the content, process, and assessment for learning. Second, in the process of implementing differentiated instruction, the researcher should change the traditional way of thinking, focus on planning suitable teaching materials and manage teaching time efficiently. Adjustments of the four elements hinged on the researcher’s observation, reflection, students’ feedbacks, and peers’ suggestions. Third, the implementation of differentiated instruction efficiently enhanced students’ performances in the affective domain and their learning skills concerning vocabulary, mind maps, and conversations in textbooks. Fourth, it was challenging for teachers to shift from the traditional way of teaching to differentiated instruction, to plan suitable objectives, and to provide instructional scaffolding for low-achievers to guarantee best learning efficiency. Besides, reflections and growth in teaching could be enhanced through peer observation and action research. Finally, at the end of the study the researcher provided relevant suggestions for implementing differentiated instruction for future research.
|Appears in Collections:||學位論文|
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