The present study adopted a differentiated instruction method to non-English majors at a university. An e-learning system was used as a support system for the students to check homework answers and to upload assignments. In addition, an assignment was distributed after a midterm examination to encourage the undergraduates to practice with online materials for learning outside the classroom. Students’ feedback on this teaching method was performed on the e-learning system, which delivered a pre-test and a post-test questionnaire before and at the end of the period during which a differentiated activity sheet was used as an incentive for autonomous self-learning. The results showed that compared with a traditional method in which students received assignments of the same difficulty, the differentiated method, together with supports from the e-learning system, enhanced motivation for students to pursue better scores in English achievement tests.