本研究旨在探索如何將科技與差異化教學融入於英語教學中，並探究學生的學習態度與成效。研究重點為：（一）科技輔助之差異化英語教學對學習成就的影響；（二）學生對於科技輔助之差異化英語教學的看法；（三）科技輔助之差異化英語教學所面臨的問題與挑戰。本研究對象為某高級職業學校五十四位進修部同學，並依其班級分為實驗組與對照組，進行為期約一年的研究。研究一開始由研究者進行教學資源蒐集與設計外，並紀錄於教師省思日誌中。對實驗組進行需求分析後，Livemocha、Quizlet、etlady、VoiceTube和Starfall列為學習內容教材，學生依其自訂目標，選擇練習，並經由彈性分組，進行評量。實施過程中，亦包括上課觀察與省思。課程結束後，則進行問卷調查，並依此結果進行學生訪談。
研究結果顯示實驗組與控制組學生在學習成就上並無顯著差異，然而控制組的表現卻較之前更差。分析實驗組學生對科技輔助差異化教學的態度，發現個別學習偏好之差異。即便此一教學法於各個面向上多獲得肯定，但同學認為傳統的老師講述方式，較能增進外在目標導向的學習動機與學習上的互動性。本研究根據科技輔助差異化教學實施過程的心得與感想，對高職英語教學提出具體建議，以期提升學習成效。

The study aims to explore the implementation of DI (differentiated instruction) through TELL (technology enhance language learning) in an EFL (English as a foreign language) class. The research tries to answer the following questions: (1) Are there significant differences between students who receive traditional instruction and those instructed through DI with TELL? (2) What are the vocational school students’ perceptions and reactions toward DI with TELL? (3) What are the problems and challenges when implementing DI with TELL? Lasting for about one year, the study involved fifty-four third graders of two classes at a vocational high school in Taipei. Twenty-nine students were classified as the experimental group while the others enrolled in the control group. From the very beginning, the teacher kept reflective journals for designing and applying the suitable online materials for the experimental group. Livemocha, Quizlet, etlady, VoiceTube and Starfall were chosen for students to learn. They set the learning goals, chose their learning partners and then performed their tasks. During the implementation stage, the teacher also took field notes from observation. At the end of the course, students were required to complete a questionnaire. The results were analyzed and then triangulated through interviews.
The results of the study show that the learning achievement of the experimental group, though improved, did not reach the significant level of differences. As for the students’ perspectives, despite the fact that DI through TELL is favored for its merits, some students behaved better and preferred the original way of lecturing for it offers better interaction and provides more stimulation in extrinsic goal orientation. The challenges, limitation as well as advantages of DI through TELL are discussed. Based on the results of this study, pedagogical implications and suggestions are presented for educators and the authorities to build a more efficient learning environment for EFL learning in vocational high schools.

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