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Description
Differentiated instruction has been widely discussed and applied in different educational institutions. Research has also explored this topic and its different aspects (Maulana, 2029; Pham, 2012; Subban, 2006). Differentiated instruction has been proven to benefit students. However, challenges still arise. This study was carried out at a university in Hanoi, Vietnam. The study aims to (a) explore the actual practices of differentiated instruction in the English language proficiency classes and (b) examine the challenges facing teachers in implementing differentiated instruction. The subjects of this study were three teachers of English. The researcher observed the 6 lessons and conducted in-depth interviews with the teachers. The findings have revealed that all three teachers attempted to apply differentiated instructions in their English language classrooms, such as flexible grouping, individual feedback and support. However, there were a lot of restrictions that hindered their differentiated instruction. The biggest challenges include the workload for the teachers, the limited class hours and the expected outcomes for students. Developing various reliable assessment tasks for English language proficiency courses also requires a lot of teachers’ effort and energy.
Keywords: Differentiated instruction, English language proficiency courses
References
Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology. Volume 10 - 2019 https://doi.org/10.3389/fpsyg.2019.02366
Pham, L.H. (2012). Differentiated Instruction And The Need To Integrate Teaching And Practice. Journal of College Teaching & Learning. Vol 9. No. 1.
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal. Vol.7. No 7, pp. 935-947
Biography
Hoang Thi Hong Hai is a teacher of English at the Faculty of English Language and Culture, University of Languages and International Studies, Viet Nam National University, Ha Noi. She has been teaching English since 1998. Her main interests are English teaching methodology and teacher education.
