本研究旨在探討差異化教學融入九年級英語聽力教學對學習成效與動機的影響，並分析學生對差異化學習活動的偏好。本研究以 Tomlinson 的差異化教學理論與 Oxford 的語言學習策略理論為基礎，設計涵蓋內容、過程與成果差異化
的聽力教學課程。本研究採行動研究法，課程分為兩次循環，共七節課。研究對象為國中九年級共 29 名學生。 量化工具使用英語聽力成就測驗與學習動機問卷，並以相依樣本 t 檢定進行統計分析，以評估學生在本研究實施前後在聽力成效與學習動機是否有提升。此外，另以學習單、教師省思紀錄與學生訪談資料作為質性資料，以了解學生對於上課內容的綜合意見與學習感受。
經過七節課的差異化聽力教學研究 ，研究者根據所蒐集之各項資料進行分析之結論如下：一、依據學生的起點能力與興趣，選用真實情境聽力教材，結合聽力策略教學與分組差異化學習單，設計符合需求的學習活動，以提升學生的聽力
理解能力。在教學過程中，根據學生的學習情況靈活調整教學設計，以更有效回
應需求。
二、短期的差異化聽力教學課程對學生的量化聽力學習成效未產生顯著的影響，但對學生的學習參與度與策略應用能力具有正向影響。
三、實施差異化聽力教學課程前後，學生的量化學習動機得分未顯著提升，但在學習投入、自學表現能力與學習態度上有正向影響。
四、學生偏好於結合趣味性與自主性的差異化聽力學習任務。根據上述研究結果，研究者提出相關建議，以作為未來差異化教學應用於聽力教學課程設計及教學之參考。

The purpose of this action study is to explore the impact of integrating
differentiated instruction into ninth-grade English listening teaching on students' learning outcomes and motivation, as well as to analyze their preferences for differentiated learning activities.
Based on Tomlinson's theory of differentiated instruction and Oxford's language learning strategies. The researcher designed and implemented a differentiated listening
instruction program that incorporated differentiation in content, process, and outcomes. The study adopted an action research approach conducted over two cycles, involving seven lessons. The participants of this study consisted of 29 ninth-grade junior high
school students. utilizing quantitative tools such as an English listening proficiency test and a "Differentiated English Listening" learning motivation questionnaire. Paired-sample t-tests were conducted to statistically analyze whether there were improvements in students’ listening outcomes and learning motivation before and after the intervention
of this study. In addition, qualitative data, such as student worksheets, teacher reflection records, and student interview data, were collected to understand students’ opinions and
feedbacks on the lesson content and their learning experiences.
After seven lessons of a differentiated listening teaching program, the researcher analyzed the collected data and drew the following four conclusions. First, authentic listening materials were selected based on students' initial abilities and interests. These
were combined with listening strategy instruction and differentiated group worksheets to design tailored learning activities aimed at enhancing students' listening comprehension skills. The design was flexibly adjusted during the teaching process to better meet students' needs. Second, the short-term differentiated listening instruction did not have a significant impact on students' quantitative listening performance.
However, it positively influenced their learning engagement and ability to apply strategies. Third, the implementation of differentiated listening instruction did not significantly improve students' quantitative learning motivation scores, but it had a positive impact on their learning engagement, self-directed learning abilities, and
attitudes toward learning. Lastly, students expressed a preference for differentiated
listening tasks that integrate engagement and autonomy. Based on these findings, the
researcher provides recommendations for incorporating differentiated instruction into future listening course design and teaching practices.

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