Readiness for differentiated instruction in English language learning: perceptions of junior high school teachers and students
DOI:
https://doi.org/10.51798/sijis.v7i1.1267Keywords:
english learning, differentiated instruction, english language learning, teacher response, student autonomy, diagnostic assessment.Abstract
This research investigates the responses of both teachers and students to English language learning using a differentiated instruction (DI) approach. Data was gathered through surveys focusing on teacher planning, implementation, and assessment, as well as student preferences in learning autonomy. The study reveals that while teachers have a moderate understanding of differentiated instruction, there are significant gaps, particularly in conducting diagnostic assessments. The correlation analysis between content, process, and product suggests that students struggle with the autonomy provided in selecting learning materials and completing tasks, indicating a need for more structured support. The results suggest that while differentiated instruction shows promise in addressing diverse learner needs, both teachers and students face challenges in fully realizing its potential, particularly in the areas of student autonomy and diagnostic assessments. These findings highlight the necessity of teacher professional development and incremental student autonomy in successfully implementing differentiated instruction.
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