在台灣，大一英文在大部分大專院校屬於必修課程。近年來，有愈來愈多的大專院校，對大一英文課程實施能力分班，俾妥適處理學生間因英文程度落差所產生之問題，進而提升該校之英文教育。本論文乃探討逢甲大學學生，在參加分班教育一年後，其英文程度實際進步之情形。第一學期開始時，所有一年級新生均須接受英文能力測驗，並就其成績分班。所有班級分為三種等級，即初級、中級與高級班。第二學期結束時，全部學生則須接受另一次英文能力測驗。前述兩種測驗之結果，在本研究分析中，顯示出不同學院之學生，其英文程度彼此間有極大之差異。其次，本研究證實，初級班之學生，其英文程度進步最多。反之，高級班學生之英文程度並無重大改善，甚至部分學生之成績，較其第一次英文能力測驗之成績還要低。此外，不同學院之學生，其英文進步之程度並無顯著之差異。最後，上述研究成果對於進一步改善大一英文課程之意涵，在文中亦有所論述。

Achievement grouping has been introduced in Freshman English classes in order to better cope with the wide disparities of students’ proficiency in English and, thereby, improve English instruction in higher education. This study evaluated the actual progress students in grouped classes showed after one year of English instruction at Feng Chia University, Taiwan. At the beginning of the first semester, all first year students had to take a pre-test and were assigned to a class according to their scores. The classes were grouped into three levels—basic, intermediate, and advanced. At the end of the second semester the students had to take a post-test. The results of both tests were evaluated in this study and revealed significant differences in the proficiency of students. The study further showed that students in the basic level improved most, while students of the advanced level didn’t make any substantial progress or scored even lower than in the pre-test. The differences in the progress of students of different colleges were not significant. Implications of these results for further improvement of the Freshman English program are discussed.