1. The document discusses a study on the effects of ability-grouping teaching in English at a university of technology in Taichung City, Taiwan. 2. The study aims to determine if ability-grouping improves English learning outcomes and examines the different psychological impacts on students of varying English ability levels. 3. The methodology involves administering English proficiency pre-tests and post-tests to around 2000 students, as well as questionnaires to survey the psychological impacts.

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The Effect of English Ability-
grouping Teaching on Pedagogy
and Psychology
Presenter: Yang, Hao-Ting (Tim)
Instructor: Dr. Hisu-Hui Su
Date:2013.06.03

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3. Introduction
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4. Background
senior high school or
vocational school
students
A higher education
institute
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5. Background
global and
internationalized
waves
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6. Purpose of the study
To probe into the university of technology which
apply the grouping teaching in English instruction
have the educational effects and psychology effects.
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7. Research Question
Q1. Dose the learning effect can be better through
English ability-grouping teaching in a university of
technology in Taichung City?
Q2. What are the different effects in psychology by
English ability-grouping teaching on students who
have different English ability level?
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8. Literature Review
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9. 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).
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10. 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 & Brewer, 1996)
Literature Review
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11. 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)
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12. Methodology
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13. Participants About 2000
Instruments
English proficiency Pre-
test and Post-test
Questionnaires survey on
psychological impact
Data Analysis
t-test
one-way ANOVA
Questionnaires analysis
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14. September
in May
next year
in May
next year
Pre-test Post-test Survey
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Module Task Types Number of
Items
Time(mins.)
Listening Conversations
10 5
Short Talks
Reading Cloze
50 45Sentence Completion
1. Place the freshmen into a proper level
2. Know the result to compare with the post-test

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Module Task Types Number of
Items
Time(mins.)
Listening Conversations
10 5
Short Talks
Reading Cloze
50 45Sentence Completion
Know the result to compare with the pre-test

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strongly
disagree
disagree neutral agree strongly
agree
increases my learning
motivation and interest
makes me more
aggressive in learning
English
produces a negative
labeling effect on me
weakens my confidence
in learning English
creates divisive impact
on me
The questionnaire will be administered and collected
during the class hour by me.
The questionnaire will be administered and collected
during the class hour by me.

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