Teachers sometimes fail to give varied teaching instructions that are suitable for a mixed-ability classroom because these instructions do not match students' proficiency levels. The current quasi-experimental quantitative study investigated the effectiveness of differentiated instruction strategies on students' overall English achievement. 60 grade 8 students from 2 different randomly selected schools from Irbid, in Jordan participated in this study. The experimental group (N=30) were taught English following differentiated instruction of homogeneous grouping, tiered assignments and tiered instruction in the areas of content, process and product of the Grade 8 text books with supplementary materials and differentiated reading texts. However, the control group (N=30) were taught english from grade 8 Jordanian English text book, Action Pack following the one size-fits-all method. Following the pre-test/post-test quantitative design, t-test results indicated that there was a statistical significant difference between the experimental and the control group in favour of the experimental group. Moreover, the results showed that differentiated instruction had a sizable effect size in reduction classroom diversity. The researcher recommended implementing differentiated instruction over a longer period and on a larger sample.
This study explores the effectiveness of differentiated instruction strategies on EFL students' English reading comprehension accomplishment on the fundamental level in Jordan. Four classes of (n=118) students of the primary level from 4 different schools were selected. Two levels of grade 4 students (n=59) and two levels of grade 5 (n=59) were divided into two control and two experimental groups. One level of (n=30) students formed grade 5 experimental groups, and one level of (n=29) formed the control groups. Moreover, one level of (n=30) students of grade 4 formed the experimental group, and one level of (n=29) formed the control group. The teachers followed differentiated instruction strategies of flexible grouping, tiered instruction, and tiered assignments in the areas of content, process, and product to teach the experimental group. However, they followed the one-size-fits-all method to teach the control group. Results indicated that employing differentiated instruction was operational in improving EFL students' reading comprehension attainment for grades four and five Jordanian students. The experimental group statistically outperformed the control group. The finding showed that differentiated education reduced classroom diversity.
English is the most important second language in most non-English speaking countries, including Malaysia. A good English proficiency comes from good grasp of grammar. To conquer the problems of low English proficiency among Malaysians, it is important to identify the key motivators that could facilitate the process of grammar learning. In this digital age, technology can play a very important role and mobile technology could be one of it. Thus, this study aims at designing a mobile learning tool, namely the Intelligent Mobile Learning Tool for Grammar Learning (i-MoL) to act as the “on-the-go” grammar learning support via mobile phones. i-MoL helps reinforce grammar learning through mobile phone with game-like applications, inquiry-based activities and flashcard-like information. The intelligent part of i-MoL lies in its ability to map the mobile-based grammar learning content to individual’s preferred learning styles based on Felder-Silverman Learning Style Model (FSLSM). The instructional system design through the ADDIE model was used in this study as a systematic approach in designing a novel and comprehensive mobile learning tool for grammar learning. In terms of implications, this study provides insights on how mobile technologies can be utilized to meet the mobility demand among language learners today.
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