The effect of English ability-grouping teaching at a university of technology in Taichung City

Presenter: Yang, Hao-Ting (Tim) Instructor: Dr. Pi-Ying Teresa HsuDate:2013.01.07

2

• Introduction

• Literature Review

• Methodology

Introduction

Background

senior high school or vocational school

student

An university

Background

global and internationalized

waves

Purpose of the study

To probe into the general universities which apply the grouping teaching in English instruction have the educational effects and psychology effects.

Literature Review

Literature Review

Grouping ability coupled with appropriately-differentiated instruction is beneficial not only to high-ability students but also to average- and low-ability students .

(Gamoran & Nystrand, 1990; Mills, Swain & Weshler, 1996).

Not only the differential effects of ability grouping, but also the other important question in the literature: the overall mean effect of ability grouping on achievement.

Ability grouping has a small positive net effect on achievement.

( Argys, Rees and Brewer, 1996)

Literature Review

He finds evidence for the differential effects theory: students in the high ability class do better than the average student at an ungrouped school, and students in a low ability class at a grouped school do worse than the average student at an ungrouped school.

Literature Review

( Kerckhoff ,1986)

Methodology

MethodologyMethodology

Subjects 2330 students

Instruments

English proficiency Pre-test and Post-testQuestionnaires survey on psychological impact

Data Analysist-testone-way ANOVAQuestionnaires analysis

ProcedureProcedure

The first exam will be held in September; the last will be in May next year.

The survey of students’ opinions on tracking will be conducted in May next year. One class from each ability group of each grade year will be randomly chosen to serve as the subjects. The questionnaire will be administered and collected during the class hour with the assistance of the English teachers.

Thank you!