Центральноазиатский журнал академических исследований 3-jild 7-son (2025) · 5–7-betlar

DIFFERENTIATED INSTRUCTION IN MIXED-ABILITY ENGLISH LANGUAGE CLASSROOMS

Tuliboyeva, Nilufar

DOI: 10.5281/zenodo.10682339 · Manbada o'qish → · PDF (manba serverida)

Annotatsiya

Teaching English in mixed-ability classrooms presents significant challenges for educators, including addressing varying proficiency levels, learning styles, and motivational factors. Differentiated Instruction (DI) offers a responsive approach to these challenges by tailoring content, process, product, and learning environment to meet diverse learner needs. This paper explores the application of DI in English language classrooms, examines its impact on student engagement and achievement, and discusses practical strategies for effective implementation. The findings indicate that DI enhances learner motivation, promotes inclusivity, and improves overall language acquisition outcomes in heterogeneous learning environments.

Differentiated Instruction, mixed-ability classrooms, English language teaching, learner diversity, inclusive education, individualized learning..

Metadata manbasi: jurnal OAI-PMH arxivi · Sindex to'liq matnni saqlamaydi, manbaga havola beradi.