VietTESOL International Convention 2026

Since English has become a global language, English-as-a-Second-Language (ESL) classrooms has been transforming from being traditionally homogeneous to more modernly heterogeneous. Therefore, the new model called 'Differentiated Instruction (DI)' has been proposed to cope with the challenges of teaching such diverse classrooms. DI was originally influenced by two learning approaches—constructivist and mastery learning theories (Bloom, 1976; Vygotsky, 1978) which focused on individual differences through scaffolding and responsive learning. Tomlinson (2001) defined DI as a proactive approach based on students’ readiness, interest, and learning profiles. Four elements such as content, process, product, and learning environment can be altered individually or altogether in any given instance. This study aims to examine the effects of DI implementation and strategies in relation to learners’ academic needs, deep learning, and motivation of first-year students at one university in Phnom Penh, Cambodia. The results show that DI implementation has had significant positive effects on students’ academic needs, deep learning, and motivation, and problem-based learning was ranked as the most effective activity. The implication of this study shows DI in the classroom gives more freedom to the students for what they would like to learn, how they would like to learn, and what they would like to produce as a result of their learning according to their readiness, interest, and profiles. When students are empowered, they are motivated; learning is more effective and effortless.