協同鷹架融入差異化教學應用於專業英文課程之學習成效研究

Learning Effectiveness of Integrating Synergistic Scaffolding into Differentiated Instruction in Professional English

差異化、鷹架教學能幫助學生依自我能力接受且理解複雜的學習內容，學習中的享受程度則能提升投入度，以獲取最佳學習狀態與成效。本研究旨在探討差異化教學介入後，大學生享樂動機、成就目標與英語學業成就的改變情形、差異性及關聯性。採單組前後測設計便利取樣某大學87位學生，用自編問卷、影片配音製作、訪綱等收集質量化資料。經t考驗、Pearson、主題內容分析後發現：大學生精熟目標的後測分數略有提升；不同英語能力的大學生學習成就等總分皆未達顯著差異；享樂動機與成就目標具顯著高度正相關。最後，本研究針對相關議題進行討論與建議。

This study examined the effects of differentiated instruction on university students’hedonic motivation, achievement goals, and English academic performance. The study employed a one-group pretest–posttest design and recruited 87 university students. Data were collected using a self-developed questionnaire, video dubbing exercises, and interviews. The data were analyzed using a t-test, Pearson correlation analysis, and thematic content analysis. The results indicated a slight improvement in posttest mastery goal scores but no significant changes in overall learning achievement scores among students with varying English proficiency levels. A strong positive correlation was observed between hedonic motivation and achievement goals. The study concludes with insights and recommendations for educators.