本研究主要目的在探討在能力分級教學英語教室中學生的學業自我概念是否存在有顯著的性別差異。研究樣本包含90名被編入不同英語能力等級上課的大一新生，首先於學年初完成GEPT聽力與閱讀能力測驗以了解其英語表現，並在一年的研究進行期間，分別在學年初及學年末完成學業自我概念量表以測得其英語學業方面的自信心與努力。統計方法的使用是在探究下列四個研究問題：(1)男性與女性學生在英語學業方面的自信心是否有顯著的性別差異？(2)男性與女性學生在英語學業上的努力是否有顯著的性別差異？(3)性別與能力等級是否存在有顯著的交互作用？雖然研究結果顯示被編入低能力與一般能力等級的學生中，女性傾向比男性在英語學業方面上更有自信及努力，因此也有較正面的整體自我概念，但差異並未達到統計上的顯著水準，較高能力等級的男性與女性的自我概念無論在那一方面都只有些微差異。就全體樣本而言，前後一學年的研究期間，學生唯有在學業努力方面存在有顯著的性別差異。性別與能力等級則無顯著的交互作用。

This study aims to investigate whether in homogeneously grouped English classes there are significant gender differences in academic self-concept. The sample comprised 90 ability-grouped EFL college freshmen. They were first assessed for their English performance by GEPT listening and reading proficiency tests at the beginning of the academic year. For this one-year study, an academic self-concept scale was administered twice, at the beginning and end of the students' first academic year, to assess students' subject-specific academic self-confidence and effort on each data-collection occasion. Statistical methods were employed to address the following research questions: (1) whether males and females significantly differ in their perceptions of academic self-confidence in English coursework, (2) whether males and females significantly differ in perceived academic effort, and (3) whether there are any significant interaction effects between gender and ability level. Results of the study indicate that female students grouped in the lower and average ability levels tended to have higher scores on perceptions of academic confidence, academic effort, and overall academic self-concept than their male counterparts over the course of the study. There were only slight differences in either aspect of academic self-concept between males and females grouped in the higher ability level. Overall and over time, only differences in academic effort were statistically significant. The interaction effects between gender and ability level were found to be non-significant.