Investigating the Role of Differentiated Instruction in Promoting Language Acquisition in Mixed-Ability TEFL Classes

Abstract

This research aims to establish the effects of toned teaching and learning on second language acquisition within TEFL classroom where both low and high achievers coexist in Saudi Arabia. Employing a quantitative research design, the study involved 200 secondary school students divided into three groups based on the level of DI implementation: It will be classified as Low DI, Medium DI and High DI. Measures included structured language assessments to measure specific components of language acquisition such as matched word and pseudo-word reading and speaking fluency. Consequently, there was a statistically significant difference between the High DI group and the other two groups with regard to all language areas pointing to the efficiency of the used DI strategies. The influence of the observed group differences was confirmed by both the Analysis of Variance (F12, 341 = 8.362, P < 0.001) and regression analysis, according to which the chosen types of DI could explain 35% of the variability of the language proficiency test results. Co/extra: These findings also indicate that the strategy of differentiated classroom instruction will support language learning in mixed ability TEFL settings. It highlights the need to design instruction accordingly, and will provide a detailed call for theoretical and practical preparation of teachers and institutions to achieve the best results of DI.