本研究旨在探討國小五年級英語差異化教學融入行動學習，對學生英語學習動機及學習成就之影響。本研究採準實驗研究之不等組前後測實驗設計，以新北市某國小五年級兩個班級（分別為實驗組施以差異化教學融入行動學習，以及控制組施以傳統行動學習教學）共52 位學生為研究對象，進行6 週共720分鐘之教學實驗。教學前、後以研究者自編之英語學習動機量表及英語學習成就測驗進行實驗前、後測，並於教學結束後以半結構訪談深入瞭解學生之感受。研究結果發現實驗組學生之英語學習動機及學習成就均顯著優於控制組學生，同時實驗組學生對英語差異化教學融入行動學習，持正向肯定之感受。

This study explored the effects of integrating mobile learning into differentiated instruction on fifth graders’ English learning motivation and achievement. A quasi-experimental design with pretest–posttest was adopted, and a total of 52 students (divided into the experimental group and the control group) were recruited as subjects. A 6-week teaching experiment totaling 720 minutes in duration was conducted. Before and after the experiment, the pretest and posttest of the English learning motivation scale and English achievement test composed by the researcher of this study were administered. During the experiment, mobile learning integrated into differentiated instruction was administered to the experimental group, whereas conventional mobile learning was administered to the control group. Additionally, students in the experimental group were collected the feeling experiences through the interview outline. Analysis of ANCOVA and Paired-Sample-t-test were conducted. The results showed that the experimental group performed better than the control group in the learning motivation and learning achievement. Students in the experimental group affirmed the mobile learning integrated into English differentiated instruction.