ERIC Number: EJ1330093
Record Type: Journal
Publication Date: 2022-Jan
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2322-1291
EISSN: N/A
Available Date: N/A
The Effects of Differentiated Instruction (DI) on Achievement, Motivation, and Autonomy among English Learners
Sapan, Melek; Mede, Enisa
Iranian Journal of Language Teaching Research, v10 n1 p127-144 Jan 2022
Differentiated Instruction (DI), as a single instructional technique that focuses on the challenges of meeting varied needs and qualities of learners in inclusive educational contexts, has recently attracted great attention in the field of education. The present study aims to explore the effects of differentiated instruction (DI) on foreign language achievement (FLA), foreign language motivation (FLM), and learner autonomy (LA) of English learners at a state school in Istanbul, Turkey. Additionally, the study attempts to explore how students and their teacher perceive the use of DI in English classrooms as well. The participants were 24 students and one teacher enrolled in the 8th grade (secondary level) English program at a state school in Istanbul, Turkey. The data were collected quantitatively using the Foreign Language Motivation Questionnaire, pre-and post-achievement tests, and the Learner Autonomy Scale. To complement the quantitative data, qualitative data were gathered from student interviews and teacher reflective journals. The findings demonstrated that incorporating DI enhanced the participants' overall FLA as well as FLM and LA. Both students and their teacher perceived DI to be effective and useful while studying and teaching English. Based on the obtained findings, the study provides suggestions and pedagogical implications about incorporating DI in secondary-level English classrooms.
Descriptors: Individualized Instruction, Learning Motivation, Second Language Learning, Second Language Instruction, English (Second Language), Foreign Countries, Inclusion, Personal Autonomy, Public Schools, Teacher Attitudes, Language Teachers, Student Attitudes, Measures (Individuals), Diaries, Teaching Methods, Grade 8, Secondary School Students, Comparative Analysis, Academic Achievement
Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Istanbul)
Grant or Contract Numbers: N/A
Author Affiliations: N/A