VietTESOL International Convention 2025

Differentiated Instruction (DI) has been found effective in English language teaching and learning as it supports diverse learners by tailoring content, process, and product to meet varied learner needs. Nevertheless, published research on its implementation at the high school level in Vietnam remains limited. This study explores the perspectives of EFL teachers at public high schools in a northern city in Vietnam, regarding their implementation of DI. It aims to investigate the extent to which DI is applied and factors influencing its implementation. Adopting a descriptive quantitative design, data were gathered via a structured questionnaire administered to 42 EFL teachers from six high schools with varying teaching experience. The findings reveal a moderate-to-high level of DI implementation across such domains as Student Interest, Assessment, Lesson Planning, Content, Process and Product. However, DI practices remain inconsistent and unsystematic across classrooms. Key challenges identified include overcrowded classrooms, excessive administrative tasks and limited teaching resources, and students' low motivation. While teacher-related challenges are generally less prominent, a lack of in-service training specific for DI was a major concern for many respondents. The study, therefore, highlights the need for stronger institutional support through targeted professional development, better access to teaching resources and administrative adjustments to enable effective DI implementation. The research offers valuable insights into the current practices and existing barriers to implementing DI in English classrooms at public high schools, offering implications for educators, administrators, and policymakers seeking to foster more effective, responsive, and inclusive teaching practices.