本研究主要目的在分析中部某科技大學四技大一新生，英文分級教學實施成效及檢討。目標學校以「四技二專統一測驗」英文成績，作為安置大一英文的分級標準。研究數據乃收集學生98學年間上學期網路英文檢測之前測、及下學期之後測成績、並以描述統計、單因子變異數比較考驗、二因子變異數比較考驗、及cheffe 雪費法進行事後多重比較等統計方法加以分析。研究主要結果為：（一）高成就A 級、中成就B 級學生，在分級教學後分數後皆提升，聽力與閱讀以A 級的分數最高，基礎級C 級情況並無顯著效果；（二）商管學院在分級教學後的聽力與閱讀二項學生成就，皆顯著高於電資學院，也高於工程學院；（三）商管學院、電資學院和工程學院在分級教學前的閱讀成績，高成就A 級、中成就B 級、基礎級C 級皆有顯著的差異、但分級後的閱讀成績只有B 級有顯著的差異；（四）商學院、電資學院和工程學院聽力成績在分級前，只有高成就A 級、中成就B 級有顯著的差異，聽力成績分級後，也只有高成就A 級、中成就B 級有顯著的差異。因此，目標學校實施英語分級教學後，基礎級C 級學生在分級教學後，英語聽、讀能力成就表現未顯著進步，極須繼續追蹤探討原因。建議在分級教學之餘，教師應該改進教學教法、及班級經營策略。各校語言相關單位，除了定位學生個人英語能力指標、擬定各校 的學生語言進步率、並與合理畢業門檻相結合外；教育主管機關須檢視高職前端教學，以彌平雙峰現象，由源頭建立起學生對英語學習的認知與記憶策略，方可實質提升技職學生的英語致用能力。最後，未來相關英語分級教學研究，本文建議與實施英文分級教學之其他科技大學，進行成果比較與分析，導出更具體可行的教學對策。

This study aimed to analyze the implementing outcomes of ability grouping practice for freshman English at a university of technology in central Taiwan. The scores of TVE Joint College Entrance Examination of the 98th academic year were used as the placement criteria for freshman English at the target university. This paper utilized SPSS statistic software to analyze data collected from pre-test and post-test scores. Moreover, One-way ANOVA, Twoway ANOVA, and Scheffe method were employed to examine the significance of the scores. Results found that: (1) after joining the English ability grouping; post-test scores of level A (high achievers) and B (medium achievers) in listening and reading were higher than those of pre-test; (2) students’ achievements of listening and reading from College of Business were higher than those from College of Engineering, and College of Electronic and Information; (3)before joining ability grouping, students’ reading scores among three colleges were significantly different. However, after joining ability grouping, only level B showed its significant progress in reading; (4) before joining ability grouping, only level A’ and B’ listening scores were significantly different and only level A and B in their post tests showed progress in listening. Due to the finding that level C did not show significant progress after joining ability grouping, reasons should be further found in order to help the low-achievers. Accordingly, this paper suggested that in addition to ability grouping practice, positioning learner’s language skill index, administering remedial teaching, and developing the reasonable graduation benchmarks, English education should try to even learners’ English proficiency of polar extreme before they enter into technological universities and colleges. Lastly, this study suggested that an in-depth comparisons and analyses with other technological institutions would probe more perspectives of ability grouping practices.