將學生依不同能力等級分班實施英語教學已是台灣高等教育的常見措施。本研究主要探討能力分班教學的成效，是否在不同能力等級的班級中學習的大學生其英語聽力與閱讀能力能持續顯著地進步。研究樣本包括122位大學一年級的學生，他們在入學之後馬上就依其英語能力被編入不同能力等級的班級。統計方法的使用是在探究下列三個研究問題：(1)被分配到不同能力等級的學生其英語聽力與閱讀能力在學年末是否能有顯著的進步？(2)被分配到不同能力等級的學生其整體的英語能力在學年末是否能有顯著的進步？(3)學生的英語聽力、閱讀與整體的英語能力的變化是否存在顯著的能力等級的差異？研究結果顯示不同能力等級學生的英語能力在學年末都有顯著的進步，唯一沒有顯著差異的是高級班學生的英語閱讀能力。研究期間能力等級對學生的英語閱讀與聽力的進展存在有高度顯著的影響效果。

Grouping students of similar ability for English instruction has become a common practice in higher education in Taiwan. The purpose of this study is to investigate whether EFL college students of different abilities are able to make significant progress in their language performance in homogeneously grouped classes over time. The sample was 122 freshmen who had been assigned to different levels of English classes after entering the university. Statistical methods were conducted to address the following research questions: (1) whether ability-grouped students' listening and reading proficiencies significantly improved over the one-year period after being grouped, (2) whether the overall English proficiency of homogeneously grouped EFL students significantly improved over time, and (3) whether there are significant level differences in students' progress in English listening, reading, and overall proficiency scores over the duration of the study. The findings indicate that students at all ability levels attain significantly higher English proficiency scores over time, except for the reading proficiency scores for the high-ability group. Both the timing and level effects are highly significant on students' progress in English reading and listening performance.