Differentiated instructions in learning is based in the appropriate methods for learning but in fact this is the way how teachers exploit the teaching opportunities in order to provide better learning environment within their instruction. English as a foreign language learning in Kosovo has been overwhelming and in addition to the importance of English Language Learning, is also the importance of increasing the interest in more effective teaching. The most difficult challenge, that EFL teachers consider to overcome, is teaching in mixed ability classes. Mixed ability EFL classes are a composition of students with different English language level proficiency in the same class. This paper aims to explore the techniques and strategies which avoid the implementation of teaching instruction "the one-size-fits-all'' and focus more on students' learning styles and their individual preferences. In order to achieve the foreseen objectives, English foreign language teacher is oriented towards choosing the right strategies, always adapting to the students' needs. It also examines the factors which cause different instructions of learning based on students' English language proficiency. Among the most controversial factors that cause diversity in the mixed ability EFL classes are: Social and cultural background, Learning ability, Previous teaching, and student's personality and Learning styles. Nevertheless, although differentiated instructions are attributed to students and learning, it seems like teachers and teaching is being challenged along this process.
Due to the total shutdown caused by the COVID-19 pandemic, worldwide countries regardless of their development shifted instruction to the online learning method. This study aims to investigate the views of students in undergraduate studies about the impact of online (EFL) English foreign language learning on educational issues and well-being. Through questionnaires and focus group discussions, participants revealed their real sensitivities and views about online EFL learning, thus both quantitative and qualitative research methods are implemented in the present study. Their experiences showed the advantages that supported their needs during a certain period such as the pandemic, but also the challenges they went through during that time. The study presents social and educational implications that are directly related to technology and environmental conditions during online learning that affected the well-being of students. Results showed that shifting to online classes uncovered contradictory preferences among students regarding online learning and teaching. Finally, this study provides an overview, that in case the implementation of online or hybrid learning is requested again in the future, the necessary preparations that meet the educational and social needs of the students should be taken into account.
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