本研究的興趣在分析大學生與英文教師對能力分班的態度，希望能更深入瞭解能力分班對學生學習外語的影響。本研究使用統計方法來研討下列三個問題：(1)針對不同問題，學生對於實施英文能力分班的態度為何？(2)學生們對於能力分班的態度是否會因不同的能力等級與年級而有顯著差異？(3)英文教師對實施能力分班所持的態度是正面或是負面？研究樣本包括582 位大葉大學的學生及 34 位英文老師。這些學生依不同英語能力被編入四個等級的班級，施測當時，他們或者即將完成第一年的英文必修課程，或者是第二年的英文必修課程。研究結果顯示大多數的學生與老師都明顯支持能力分班政策，能力等級與年級並無顯著的交互作用。但要注意的是，針對不同問題，每當年級存在有顯著效果，完成兩年英文課程的學生對能力分班的支持低於只完成第一年課程的學生，而當能力等級有顯著的效果時，初級班的學生比高級班的學生更強烈支持能力分班。

The aim of this study is to analyze college students’ and English teachers’ attitudes toward between-class ability grouping, and to gain more insight into the effects of homogeneous placement on learning a foreign language. Statistical methods are used to ascertain: (1) how students perceive the effects of ability grouping on learning English from various perspectives, (2) whether there are significant level effect and timing effect on students’ perceptions of ability grouping, and (3) whether teachers show more positive or negative attitudes to the grouping arrangement. Subjects included 582 college students and 34 English teachers from Da Yeh University. All the students were placed into four levels of classes according to ability. At the time the survey was conducted, they were either near the end of the first-year English program or the end of the second-year program. Research findings indicate that the majority of the students and teachers show evident support for ability-grouped class placement. The interaction effect between level and timing is found to be non-significant. It is important to note that whenever there is a significant timing effect, students in the second-year program hold less positive attitudes towards the effect of the homogeneous grouping arrangement than those in the first year. When a level effect is significant, lower-level students show stronger support for the grouping practice than those in the higher ability level.