本研究主要目的在分析南部某醫學大學大一之英文分級教學於英文閱讀課程之 實施成效，進而檢討其分級制度與教材選擇的妥適性。目標學校之大一英文分為三 級，以「大學學科能力測驗」與「大學入學指定科目考試」之英文成績作為分級標 準。研究資料係收集102 學年度入學新生之「牛津線上英文分級測驗」的前後測閱 讀成績，以分析英文閱讀課程之教學成效。在分級制度方面，本研究檢視學測指考 為準的分級標準與英文閱讀實力之關係，檢驗分級制度的妥適性，並呈現各級學生 英文能力的分佈情形，進而探討畢業門檻的適當性。在教材選用方面，採用五項國 內外適讀性公式，檢測各級教材可對應的英文檢定程度。研究結果顯示：（一）在 分級教學後，中成就級數之學生的英文閱讀能力有顯著進步；（二）依照學測指考 的英文分數所做之分級能大略區分學生之英文能力；（三）中成就與低成就級數之 課程教材大致符合學生之英文程度，但高成就級數之課程教材偏易，僅著重人文議 題的討論。本文建議目標學校針對低成就級數之課程規劃再做討論。此外，宜審慎 考量如何將未參與學測與指考的學生分級，並重新思考畢業門檻之制定。最後，高 成就級數之課程教材可廣納級數相當之文章，並輔以多元體裁之文章搭配教學。

The research aims to examine the appropriateness of the ability grouping and textbook selection by analyzing the learning achievement in the freshman English reading course at a medical university in southern Taiwan. The target university divides its freshmen into three English course levels in terms of their English scores of General Scholastic Ability Test or that of Advanced Subjects Test. To investigate the learning achievement, the scores of the reading pretest and posttest of Oxford Online Placement Test obtained by the freshmen enrolled in the 102 academic year were analyzed. As to the ability grouping, this study probed into the relationship between the two entrance examinations and the English reading proficiency, the feasibility of the ability grouping, the distribution of the English proficiency levels of students from diverse English course levels, and the applicability of the English graduation threshold. In pursuit of understanding the appropriateness of the textbook selection, five readability formulae were adopted for examining how the textbooks correspond to the levels of the General English Proficiency Test. The results show that firstly, average achievers make significant progress in reading. Secondly, the English scores of the two entrance examinations reflect students’ English reading ability. Thirdly, the textbooks selected for low achievers and average achievers roughly tally with the students’ English proficiency, while the textbook for high achievers, which only focuses on the culture issue, is too easy. This paper recommends the target university to amend the curriculum design for low achievers. It is also suggested that the target university should figure out how to do the ability grouping for students who do not take the two entrance examinations and should reconsider the English graduation threshold. Finally, the reading for high achievers may include articles corresponding to the students’ English proficiency level and articles of different genres.