Abstract
The present study adopted a differentiated instruction method to non-English majors at a university. An e-learning system was used as a support system for the students to check homework answers and to upload assignments. In addition, an assignment was distributed after a midterm examination to encourage the undergraduates to practice with online materials for learning outside the classroom. Students’ feedback on this teaching method was performed on the e-learning system, which delivered a pre-test and a post-test questionnaire before and at the end of the period during which a differentiated activity sheet was used as an incentive for autonomous self-learning. The results showed that compared with a traditional method in which students received assignments of the same difficulty, the differentiated method, together with supports from the e-learning system, enhanced motivation for students to pursue better scores in English achievement tests.
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Acknowledgments
This work is supported by Ministry of Science and Technology (MOST 103-2410-H-018-002) and Fujian Provincial Education Bureau Key Project in Technology (JA15323). The authors would like to thank Yu-Jen You for her assistance in preparing the tables and collecting references for this study.
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Tsai, PW., Tsai, PS., Ku, P., Istanda, V., Gabe, T. (2017). Application of E-Learning in Teaching of English as a Second Language. In: Pan, JS., Snášel, V., Sung, TW., Wang, X. (eds) Intelligent Data Analysis and Applications. ECC 2016. Advances in Intelligent Systems and Computing, vol 535. Springer, Cham. https://doi.org/10.1007/978-3-319-48499-0_20
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DOI: https://doi.org/10.1007/978-3-319-48499-0_20
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