Speaker
Description
EFL students generally come to class with diverse background knowledge and experiences. Their experiences in their previous EFL classrooms might shape their learning styles later on. As a result, they are likely to learn best when the materials align with their interests and learning styles (Fleming, 1987). However, catering to those needs is not always easy for EFL teachers, especially in a mixed-ability class. In such a context, teachers must adapt the materials to suit the varying levels of proficiency among students, as well as their preferred learning styles, to sustain their motivation to study. Thus, differentiated instruction is needed in a language classroom to enhance the learning experience of the learners. (Tomlinson, 2001). Utilizing materials that can be used in a variety of ways by students preferring different styles increases not only the level of acquisition of the content knowledge, but also students’ motivation in learning. This session will highlight differentiated instructional materials that EFL teachers are able to use with their students effectively, provided that they are teaching mixed-ability classes with different learning preferences.
Biography
Mr. Sunheng SOK is currently a lecturer at the Department of English, Institute of Foreign Languages, Royal University of Phnom Penh. He obtained his M.A. in TESOL from the University of Auckland, Auckland, New Zealand, under the Manaaki New Zealand Scholarship Program in 2024. Before pursuing his postgraduate study, he had been a teacher for more than a decade. He has experienced teaching diverse groups of students, which leads him to note the differences between those groups. His extensive experience shapes and influences his own practice in EFL classrooms. On top of that, he is a regular presenter at the Cambodian ELT conference, the annual CamTESOL conference, and EdCamp, where he has presented on various topic,s namely how to teach grammar, how to teach vocabulary effectively, how young learners and adult learners learn grammar, to name but a few. His research interests are students’ motivation, need-based teaching, language testing and assessment, and English for Specific Purposes.
