Speaker
Description
Differentiated instruction has gained increasing prominence in Vietnamese education policy and discourse; however, limited empirical evidence exists regarding its classroom-level implementation, particularly in English as a Foreign Language (EFL) settings. In response to the growing needs for inclusive practices amid high-stakes English instruction, this qualitative multiple-case study explores how EFL teachers at the lower secondary level perceive differentiated instruction in their classrooms. Grounded in Tomlinson’s (2014) differentiation framework, the study examined teachers’ understandings, perceived benefits, and challenges related to this approach by employing semi-structured interviews with seven teachers from varied institutional settings in a major city in Vietnam. An inductive thematic analysis was conducted to explore the key emerging patterns in teachers’ responses. Findings revealed that most teachers primarily conceptualised differentiated instruction through readiness-based and proficiency grouping, with minimal emphasis on learners’ interests, learning profiles, or curricular differentiation across content, process, product, and environment. While most participants recognised the potential of differentiated instruction to foster student engagement and develop teacher professionalism, they cited considerable constraints such as time pressure, classroom management demands, rigid curriculum structures, parental expectations, and insufficient institutional and/or systemic support. The study underscores the importance of sustained, context-sensitive professional development on differentiated instruction and calls for stronger and more effective collaboration among teachers, school leaders, policymakers, and education authorities to facilitate the effective implementation of differentiated instruction. These findings offer practical implications for advancing equity-oriented instruction and supporting Vietnamese EFL teachers in creating more flexible, responsive, and inclusive language classrooms.
Biography
Sai Thien Huong (Thien-Huong Sai) is a graduating undergraduate student majoring in English Language Teacher Education at the University of Languages and International Studies, Vietnam National University, Hanoi (ULIS, VNU-H). Her current research interests include English language pedagogy, teacher education, and professional development. She has conducted research on L2 motivation among Vietnamese rural high school students and, more recently, on Vietnamese EFL teachers’ perceptions of differentiated instruction in lower secondary school contexts. She has also actively participated in academic exchange programs, student-led research initiatives, and academic conferences. She will begin her MSc in TESOL at the University of Edinburgh in September 2025.
Dr. Cao Thuy Hong (Hong Cao) is currently a lecturer (of English Language Teaching Methodology) at the University of Languages and International Studies, Vietnam National University-Hanoi (ULIS, VNU-H). She has special interests in English Language Teaching, English Language teacher education, gifted education, and career development. She has conducted both qualitative and quantitative research; and has published in the fields of Second Language Acquisition, Pragmatics, Gifted Education, Assessment, and Career Development.
ORCID iD: 0000-0003-4378-0150
