The impact of virtual differentiated instruction practices on student and teacher perceptions in English language teaching
Virtual differentiated instruction practices
Abstract
Many language teachers appreciate the significance of providing access and experiences of success for all learners and meeting the needs and interests of different learner profiles. The integration of technology-enhanced activities into digital teaching platforms has provided teachers with the ease of adapting the material to tailor it for different learner profiles and a choice of resources to motivate learners. The purpose of this action research is, therefore, to investigate students’ and teacher’s perceptions about virtual differentiated instruction (DI) practices in online teaching. Throughout the 13-week study, 12 participants attended online language lessons and participated in the activities designed within the framework of DI. Employing qualitative data collection tools, the study utilized a student background and learning profile questionnaire, student feedback through questionnaires and researcher reflection notes. The analysis of the student reflections revealed that DI practices are more entertaining, engaging, effective and collaborative compared to conventional practices. Also, teacher perceptions raised the issues of time-constraints, meticulous planning of the activities and learner agency.
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