An Analysis of Ability Grouping in Technical College EFL Classes: Teaching Materials, Teaching Methods and Affective Factors

Abstract

The present research aims at comparing three teachers' teaching methods and materials in high-proficient classes with another three teachers' in low-proficient classes. Besides, two of the affective factors, self-esteem and anxiety, which influence both levels of the students' preference of the ability grouping, are also compared. Referring to the instructional methods, there are no significant differences of the teaching media, activities and types of interaction in the two groups of classes. Differences are found in the teachers’ language use and the four skills required in the course. As concerned with teaching materials, those authentic materials are given in both groups. In comparison, lexical or structural syllabus is designed for the low achievers and multi-syllabus with form and function-oriented materials is for another group of learners. As for the two internal affective factors, the results indicate that the high achievers comparatively dislike labeling than low achievers and they also have more anxiety than the low achievers when they depart from their original learning environment. The results may provide significant advices for future implementation of ability grouping. Appropriate methods and materials available for both groups will be attained. And from the comparison of the students' internal state of mind, some teaching techniques are suggested for a more successful practice of the teaching.