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- W2288035305 abstract "This study examined the effects of differentiated curriculum and instruction on the teaching of English as a Foreign Language (EFL) to university freshmen in their English reading classes in Taiwan. This quasi-experimental study investigated whether using differentiated curriculum and instruction impacted motivation, anxiety, and interest toward learning English. A preand postquestionnaire comparison group design was used to determine if students who were taught using differentiated curriculum and instruction yielded significantly greater gains in their motivation, anxiety, and interest levels than a more traditional teaching method (teacher-directed lecture model). The study showed that using differentiated curriculum and instruction increased EFL learners’ motivation and interest levels when compared with the students taught using teacherdirected lecture model to learn English. However, the data indicated that using differentiated curriculum and instruction did not produce a significant decrease in anxiety level as compared with students in the teacher-directed lecture model. This current study showed that when the curricular elements of content, process, and product are differentiated students’ interests, readiness, and learning preferences, English learning is more interesting and creates higher motivation than does using traditional Taiwanese teaching methods." @default.
- W2288035305 created "2016-06-24" @default.
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- W2288035305 date "2006-01-01" @default.
- W2288035305 modified "2023-09-27" @default.
- W2288035305 title "Effects of differentiated curriculum and instruction on Taiwanese EFL students' motivation, anxiety and interest" @default.
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