REFERENCES
Aliakbari, M., & Haghighi, J. (2014). On the effectiveness of differentiated instruction in the enhancement of Iranian learners reading comprehension in separate gender education. Procedia- Social and Behavioral Sciences, 98(2014), 182-189.
Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-53.
Bailey, P., Daley, C. E., & Onwuegbuzie, A. J. (1999). Foreign language anxiety and learning style. Foreign languge Annals, 32 (1), 63-76.
Baumgartner, T., Lipowski, M. B., & Rush, C (2003). Increasing reading achievement of primary and middle school students through differentiated instruction. Retrieve from ERIC database. (ED479203)
Baurain, B., & Phan, L. H. (2010). Multilevel and diverse classrooms. Alexandria, Virginia: Teachers of English to Speakers of Other Languages, Inc.
Benjamin, A. (2002). Differentiated instruction: A guide for middle and high school teachers. Larchmont, NY: Eye on Education.
Benjamin, A. (2005). Differentiated instruction using technology: A guide for middle and high school teachers. Larchmont, NY: Eye on Education.
Black, P., & Wiliam D. (2001). Inside the black box: Raising standards through classroom assessment. [BERA short final draft]. London, UK: King’s College London School of Education. Retrieved from http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
Boges, C. E. (2015). The effects of differentiated instruction on the achievement scores of struggling fourth grade readers (Unpublished doctoral dissertation). Walden University, Minneapolis, MN.
Burkett, J. A. (2013). Teacher perception on differentiated instruction and its influence on instructional practice (Doctoral dissertation). Available from ProQuest Dissertations & Theses Full Text database. (UMI No.3588271)
Campbell, L., & Campbell, B. (1999). Multiple intelligences and student achievement: Success stories from six schools. Alexandria, VA: Association for Supervision and Curriculum Development.
Chan, V. (2001). Readiness for Learner Autonomy: what do our learners tell us? Teaching in Higher Education, 6 (4), 505-518.
Chan, Y. C. & Chen, C. Y. (2012). The effects of balanced reading instruction with differentiated grouping on elementary students’ English word recognition, reading comprehension, and reading attitudes. English Teaching & Learning, 36 (2), 125-163.
Chen, Y. H. (2007). Exploring the assessment aspect of differentiated instruction: College EFL learners'' perspectives on tiered performance tasks (Unpublished doctoral dissertation, University of New Orleans). New Orleans, Louisiana.
Cheng, A. C. (2006). Effects of differentiated curriculum and instruction on Taiwanese EFL students'' motivation, anxiety and interest (Unpublished doctoral dissertation). University of Southern California, Los Angeles, California.
Chien, C. W. (2012). Differentiated instruction in an elementary school EFL classroom. TESOL Journal 3(2), 280-291.
Chien, C. W. (2013). Implementing Choice Boards with Cooperative Learning to Serve Mixed-Level Elementary School EFL Learners. Journal of Taipei Municipal University of Education, 44(1), 67-88.
Christinson, M. A. (2004). Using learning theory and research to create effective EFL instruction. Selected Papers from the Thirteenth International Symposium on English Teaching (pp. 33-43), Taipei: Crane Publishing Co., Ltd.
Corley, M. A. (2005). Differentiated Instruction: Adjusting to the needs of all learners. Focus on Basics, 7(C), 13-16.
Dooley, A. P. (2009). The effects of differentiated instruction on a fourth grade science class (Unpublished master''s report). Ohio University, Athens, OH.
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning success. The Modern Language Journal, 79 (1), 67-89.
Ernst, H. R., & Ernst, T. L. (2005). The promise and pitfalls of differentiated instruction for undergraduate political science courses: Student and instructor impressions of an unconventional teaching strategy. Journal of Political Science Education, 1, 39-59.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gass, S. M., & Selinker, L. (2001). Second language acquisition: An introductory course. Mahwah: NJ: Lawrence Erlbaum Associates.
Gilbert, D. L. (2011). Effects of differentiated instruction on student achievement in reading (Unpublished doctoral dissertation). Walden University, Minneapolis, MN.
Gregory, G. H., & Chapman, C. (2013). Differentiated instruction strategies: One size doesn''t fit all (3rd ed.). Thousand Oaks, CA: Corwin.
Harmer, J. (2001). The practice of English language teaching. Essex: Longman Press.
Heacox, D. (2012). Differentiating instruction in the regular classroom--How to reach and teach all learners. Minneapolis, MN: Free Spirit.
Hess, N. (2001). Teaching large multilevel classes. Cambridge, UK: Cambridge University Press.
Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon.
Hoover, J., & Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, 40(4), 231-235.
Huang, Y. L. (2014). An exploratory study of differentiated instruction of English reading in fourth graders (Unpublished master’s thesis). The National Taipei University of Education, Taipei.
Huang, Y. P. (2014). Applying modified extensive reading to college-level EFL students: A study on attitudes, reading habits, and reading performances (Unpublished doctoral dissertation). Tamkang University, Taipei.
Keck, S., & Kinney, S. (2005). Creating a differentiated classroom. Learning & Leading with Technology, 33(1), 12-15.
Lee, T. K. (2007) Using case study to investigate Taiwanese ESL teachers’ beliefs about differentiated instruction (Unpublished doctoral dissertation). University of Virginia, Charlottesville, VA.
Liu, G. (2005). The trend and challenge for teaching EFL at Taiwanese Universities. RELC Journal, 36(2), 211-221.
Liu, S. F. (2004). Teaching difficulty and effective teaching strategies in junior high school normal class grouping: A case study of eight effective teachers (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan.
Liu, Y. F. (2008). Differentiated instruction through flexible grouping in EFL classroom. Journal of Taipei Municipal University of Education, 39(1), 97-122.
Lu, Y. C. (2011). Effective teaching towards large mix-ability classes: A qualitative study of EFL junior high school English teachers’ teaching beliefs and practices (Unpublished master’s thesis). National Pingtung Institute of Commerce, Pingtung, Taiwan.
Ma, Y. H. (2014). Integrated reading instructional effects on EFL college freshmen’s reading attitudes/motivation (Unpublished doctoral dissertation). Tamkang University, Taipei.
MacGillivray, L., & Rueda, R. (2003). Listening to inner city teachers of English language learners: Differentiating literacy instruction. Retrieved from ERIC database. (ED479984)
McGroarty, M. (1993). Cooperative learning and second language acquisition. In D. D. Holt (Ed.), Cooperative learning: A response to linguistic and culutral diversity (pp. 19-46). McHenry, IL: Center for Applied Linguistics and Delta System.
Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House, 87, 34-38.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL quarterly, 37(4), 589-613.
Nunley, K. F. (2006). Differentiating the high school classroom: Solution strategies for 18 common obstacles. Thousand Oaks, CA: Corwin.
Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (2000) Cognitive, affective, personality, and demographic predictors of foreign language achievement. Journal of Educational Research, 94 (1), 3-15.
Oxford, R., & Oxford, J. (Eds.) (2009). Second Language Teaching and Learning in the Net Generation. National Foreign Language Resource Center. Honolulu: University of Hawai’i.
Pasuy Pedroza, N. (2013). Exploring third graders’ reading comprehension through the implementation of tiered products for differentiated instruction (Master’s thesis). Retrieved from http://intellectum.unisabana.edu.co/handle/10818/9294
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage.
Pierce, R. L. & Adams, C. M. (2004). Tiered lessons: One way to differentiated mathematics instruction. Gifted Child Today, 27(2), 58-65.
Prensky, M. (2001). Digital natives, digital immigrants: A new way of look at ourselves and our kids. On the Horizon, 9(5), 1-6.
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87-111.
Reis, S., McCoach, D., Little, C., Muller, L., & Kaniskan, R. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462-501.
Richards, J. C., & Renandya, W. A. (Eds.) (2002). Methodology in language teaching: an anthology of current practice. New York: Cambridge University Press.
Santangelo, T., & Tomlinson, C. (2009). The application of differentiated instruction in postsecondary environments: Benefits, challenges, and future directions. International Journal of Teaching and Learning in Higher Education, 20(3), 307-323.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Sternberg, R., Torff, B., & Grigorenko, E. (1998). Teaching triarchically improves student achievement. Journal of Educational Psychology, 90, 374-384.
Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.
Teng, M. H. (2009). Effective teaching in large multilevel classes: A qualitative study on the beliefs and practices of experienced EFL elementary school teachers (Unpublished master''s thesis). National Taiwan Normal University, Taipei.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2000a). Differentiation of instruction in the elementary grades. Retrieved from ERIC database. (ED443572)
Tomlinson, C. A. (2000b). Reconcilable differences? Standards-based teaching and differentiation. Educational Leadership, 58(1), 6-11.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Wang, R. Y. (2013). A study on teachers’ beliefs and practices in the implementation of differentiated instruction in junior high school regular English classrooms (Unpublished master’s thesis). The National Chengchi University, Taipei.
Weng, H. T. (2015). The effects of differentiated instruction on fifth graders’ English learning achievement and learning attitude (Unpublished master’s thesis). The National Taipei University of Education, Taipei.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Yatvin, J. (2004). A room with a differentiated view: How to serve all children as individual learners. Portsmouth, NH: Heinemann.
Yeh, H. N. (2013). Implementation of differentiated instruction in an EFL class. Journal of Education Research, 233, 37-48.
陳英輝(民99)。如何改善技職教育英語文。English Career, 32, 17-19
張武昌 (民95)。台灣的英語教育:現況與省思。教育資料與研究雙月刊,69,129-144。聯合報 (民102)。9萬國高中教師研習差異化教學。
鐘樹椽、許淑燕 (2005)。 當前英語教學的迷思與因應對策-小組合作與資訊科技的應用。教師之友,46(3),57-64。