This study discusses an English as a foreign language (EFL) teacher’s implementation of choice boards with cooperative learning as a strategy for achieving differentiated instruction among fourth through sixth graders in a rural elementary school in Taiwan. Its data include student responses to a questionnaire, the teacher’s reflective journal, and student self-evaluation forms. It found that students tend to report positive attitudes towards such instructional strategies and cooperative learning. Their reported preferences with regard to testing their partners is thru English related activities. The implementation of choice boards should have an emphasis on student accountability. In general, Taiwanese students showed discomfort with the practice of complimenting. This study provides three suggestions for successfully implementing such a strategy in elementary-school EFL classrooms in Taiwan. These are to (a) integrate technology, other methodologies, or both, (b) adopt fl exible grouping, and (c) emphasize the habitual practice of complimenting.
如有問題歡迎與系統管理員聯繫 
