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5.3 Limitations of the Study
Although the present study has proved the effects of DI on junior high school students' grammar learning, the effects may still be restricted, in that this research is conducted at a rather small scale, only 54 students in total. To be more specific, the three subgroups of 8 to 10 students each appeared to be a small sample size, and thus cautions should be exercised in generalizing from this small-scale study.
In addition to the population issue, an eleven-week period of treatment may also be too short for an effectiveness analysis, even though both the students' learning outcome and their perception of DI are taken into consideration in the current study.
Even the way of conducting the focus group interview may not collect all interviewees' true feelings toward DI, since the host of the interview was the instructor, and the interviewees may be hesitant to express their inner thoughts.
5.4 Suggestions for Future Study
To extend the present research and further investigate the effects of DI, future studies are suggested to probe into the following issues. First, future research may involve a larger population of participants to provide more cases and possibilities for discussion. Second, a longer period of time such as a whole semester to engage the students in the experiment with DI is also likely to help evaluate its effectiveness.
Third, the present study embraced the flexible grouping to differentiate the teaching materials. Future studies can adopt different grouping strategies such as interests or learning styles. Last, in order to complete the effectiveness analysis, instructors' thoughts and changes during the process of incorporating DI into their teaching are worthy of being further explored and thus provide an additional perspective as support the practicality.
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APPENDICES Appendix A
Organizer for Thinking about Differentiated Instruction
Adapted from (C. A. Tomlinson (1999)). The differentiated classroom: Responding to the needs of all learners Alexandria, VA: ASCD. (p.15)
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English Grammar Test : Starter to Unit 5
Class: Name: No. Score:_______________
Here are _______ eggs.
(A) one (B) an (C) two
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There are two __________ on the TV set.
(A) cup (B) coke (C) watches
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My __________ hurts, so I can't eat anything now.
(A) teeth (B) tooth (C) hair
26. ( ) Winnie: Is that your pencil? Brian: __________
(A) Yes, it is. (B) Yes, it is my book. (C) No, it is my pencil.
27. ( )
My teacher is from Canada and my friend Peter __________, too.
(A) come from (B) is (C) is from 28. ( ) Martin: __________ any good movies now?
Amy: I have no idea. Let me check the newspaper.
(A) Is it (B) Is there (C) Are there 29. ( ) Where __________ __________ from?
(A) is, your (B) are, his classmate (C) is, her teacher 30. ( )
Chris is __________. He needs some food.
(A) happy (B) thirsty (C) hungry
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Appendix C Posttest
English Grammar Test: Starter to Unit 5
Class: Name: No. Score: _______________
1-10 為選擇題，請選出一個最適合的答案 1. ( ) Here are _______ eggs.
(A) one (B) an (C) two 2. ( ) Peter is very smart(聰明的) and __________.
(A) sad (B) hard-working (C) angry 3. ( ) Look at the picture. The ruler is ________ the chair.
(A) at (B) in (C) under
4. ( ) Robin: Are there many fans at the game? Mark: _____________
(A) No, they aren’t. (B) Yes, they are. (C) Yes, there are.
5. ( ) There are many __________ in the park.
(A) ducks (B) bench (C) tree
6. ( ) The air in the country __________ very clear and fresh.
(A) is (B) are (C) am
7. ( ) My __________ hurts, so I can't eat anything now.
(A) teeth (B) tooth (C) hair 8. ( ) Winnie: Is that your pencil? Brian: __________
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(A) Yes, it is. (B) Yes, it is my book. (C) No, it is my pencil.
9. ( ) Martin: __________ any good movies now?
Amy: I have no idea. Let me check the newspaper.
(A) Is it (B) Is there (C) Are there 10. ( ) Chris is __________. He needs some food.
(A) happy (B) thirsty (C) hungry 11-20 為填空題，每個空格不限字數。
11. Adam: There __________ some bread on the table. Ruby: Great.
I'm so hungry!
12. My teacher is from Canada and my friend Peter __________, too.
13. This dog is little. __________________ legs are short.
14. Leo: Is this your mother? Lin: Yes, _________________________.
15. Where _________________ your teacher from?
16. Debby: Mom, is there any juice in the kitchen? Mom: Yes, _______________ some.
17. Alan: How old are you? Emily: _________________ twenty-one.
18. Peter: ________________ is your book? Frank: It's in my bag.
19. Sandy: _______________ is that boy? David: He is Jeff.
20. David: Is this ____________________ hat? Sally: Yes, it is. This is my birthday gift.
21-30 題為翻譯題，請依提示作答。
21. Cathy: How old is your older brother? Carol: 他二十一歲。
Carol: ___________________________________________________
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22. Jack: Is that your ruler? Lily: 不，不是。（否定簡答）
Lily: ____________________________________________________
23. Tom 是個學生。
________________________________________________________
24. Jack: 那位女孩是誰？ Jill: She is my sister.
Jack: ___________________________________________________
25. Aaron: Is there a computer in your room?
Eve: 不，沒有。（否定簡答）
Eve: ____________________________________________________
26. Kelly: 你的筆在哪裡? Joyce: In my pencil case.
Kelly:___________________________________________________
27. 桌上有兩支手表。
________________________________________________________
28. This is my sister. 她的名字是 Amy。
________________________________________________________
29. May is short. 她是一個矮的女孩。
________________________________________________________
30. 我在學校很快樂。
________________________________________________________
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Task for Low Proficiency Learners 1.
A: __________ is she?
B: She is eleven.
(A) How Old (B) Who (C) How old
2.
A: Is it a yellow scooter?
B: No, it isn’t. It’s _________ scooter.
(A) the red (B) red (C) a red
3.
A: Is __________ young?
(A) he (B) she (C) it
B: No, he isn’t. He’s ____________.
(A) old (B) small (C) heavy
B: No, she isn’t. She is ___________.
(A) happy (B) hungry (C) weak
6.
A: Is Miss Lee a beautiful teacher ? B: ______, she is. She is beautiful.
(A) Yes (B) No (C) Not
7.
A: Is Lisa full?
B: No, she isn’t. She is __________.
(A) ugly (B) old (C)hungry
8.
A: How old is your father?
B: He is __________.
(A) three (B) thirty (C) thirteen
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Task for Intermediate Proficiency Learners 1.
A: ___________ is she?
B: She is eleven.
2.
A: Is it a yellow scooter?
B: No, it isn’t. It’s ______________
scooter.
3.
A: Is __________ young?
B: No, he isn’t. He’s ____________.
4.
A: Is she a tall girl?
B: .No, __________________________.
She is a _________ girl.
5.
B: ______, she is. She is beautiful.
7.
A: Is Lisa __________?
B: No, she isn’t. She is
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Task for High Proficiency Learners 1.
A: _____________________________?
B: _____________________________.
(asking age)
2.
A: Is ___________________________ ? B: _____________________________.
________________________________.
(negative)
3.
A: _____________________________?
B: No, he isn’t. He’s ______________.
4.
A: Is ___________________________ ? B: _____________________________.
________________________________.
(negative)
5.
A: Is ___________________________ ? B: _____________________________.
________________________________.
(negative)
6.
A: Is ___________________________?
B: _____________________________.
9.
A: Is ___________________________?
B: _____________________________.
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Appendix G
Focus Group Interview Questions
1. Can you briefly describe the process of grammar learning in English class?
2. Can you keep up with the process? Why or why not?
3. Do you like the process of grammar learning? Why or why not?
4. How do you feel about the worksheets?
5. Do you think the worksheets are helpful for you? Why or why not?
6. Which part(s) of English learning is the most difficult for you?
7. Do you think the process of doing worksheets will be helpful to overcome the difficulties you mentioned in question 6? Why or why not?
8. Is there anything you want to share with others?
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Excerpts of Focus Group Interview
"師：你跟得上這樣的學習進度嗎？
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"師：藉由文法課的分組方式可以幫助你解決困難嗎？
H6：應該會比較好。
H2：比較好，因為自己去翻找，會印象比較深刻。
H1：比較好，可以學到比較難的東西。
H3：超好，因為你自己的進度自己弄，然後你弄完了，有時間還可以複習。
H8：希望老師可以用兩個人一組的方式，讓我們練習口說。"
" 師：那還有沒有什麼想跟大家分享的？
L4：希望可以到 HPL 組。
L1：我覺得分組比較好，我喜歡留在 LPL 組。"
"師：在分組學習的過程中有沒有什麼想和同學分享的？
I4：我想去 LPL 組。
I3：這樣分組很好呀，可以讓程度差不多的在一起。
I1：平常上課有些同學怕問問題被別人笑，就不敢講話；分組的話實力都差不多，
問問題也很正常。而且分組的話只有那幾個人知道你在問問題。"
"師：有其他事情想和同學分享嗎？
H1：如果以程度來說的話，我想在 IPL 組；如果以方式來說的話，我想在 HPL 組，我喜歡一個人學習。
H5：我程度應該是 IPL 組，但討論想到 LPL 組。因為討論是大家都可以一起討論，
發表不同意見，不是只有兩個人或只有一個人在那邊想。
H3：我喜歡兩兩討論。
H4：我覺得有沒有分組沒有差別。
H2：我喜歡跟同組的人討論。
H7：我喜歡跟程度差不多的人討論。
H6：我喜歡在這組內，兩兩討論。"