The Effectiveness of Differentiated Instruction on Productive Skills in EFL classes

Abstract

One of the common problems that cause language production failure is the use of traditional ways of teaching, where pupils are not involved in language use. One possible way to enhance pupils’ language production is the use of differentiated instruction technique. The aim of this study is to investigate the application of differentiation technique in secondary schools in Mostaganem, and its impact on pupils’ engagement. Moreover, our objective is to raise teachers’ awareness concerning the value of teaching methods diversity and the use of this new technique. A mixed methods approach has been chosen to gather qualitative and quantitative data, which includes: classroom observation, teachers’ questionnaire and an interview, to confirm and disconfirm our hypotheses. The results show that differentiation technique is effective in productive skills’ improvement. However, the lack of students’ interest in English language cannot lead to language production enhancement. This study shows the effectiveness of the new technique on productive skills, as it provides solutions to raise learners’ interest in English language.