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| 論文名稱 | A longitudinal analysis of ability grouping with college EFL learners. |
| 發表日期 | 2018-07-01 |
| 論文收錄分類 | 其他 |
| 所有作者 | Wu, C. H., Tsai, C. J., & Chiu, Y. M. |
| 作者順序 | 第二作者 |
| 通訊作者 | 是 |
| 刊物名稱 | TESOL International Journal |
| 發表卷數 | Volume 13 |
| 是否具有審稿制度 | 是 |
| 發表期數 | Issue 1 |
| 期刊或學報出版地國別/地區 | NATAUS-澳大利亞 |
| 發表年份 | 2018 |
| 發表月份 | 7 |
| 發表形式 | 電子期刊 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 附件 |
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[英文摘要] :
Ability grouping, organizing classes homogeneously by L2 profciency, has been commonly used in Taiwanese English as a
Foreign Language (EFL) classes. This quasi-experimental (within-subjects design) study examined profciency gains of 785
Taiwanese university students over three years enrolled in a general English (GE) program that employed ability grouping.
The standardized test used for this study was the College Students English Profiieniy Test (CSEPT). The results indicated students
gained in English profciency over time, from entry into the program to their last year of English instruction. Further post
hoc analysis of the long-term profciency changes showed that students with an observed A2 (CEFR) profciency, upon entry,
had more pronounced gains, over the three years, than their A1 and B1 counterparts. The study concluded that a leveled
English curriculum maximized the learning experience for A2 level students and allowed them continuous profciency gains.
However, the fact that B1 level students did not show consistent progress is perhaps due to plateau effect when their test
scores hit the graduation benchmark. As for the A1 students, their lack of achievement may be due to their low self-esteem.
The pedagogical implication suggests the need to revisit the leveled (ability grouping) English curriculum for A1 and B1 level
learners.
