A study on students’ perceptions of differentiated instruction in learning English grammar

Differentiated instruction has been hardly recognized and/or used in the local EFL class. Thus, the purpose of this study was to explore high school students’ perception of differentiated instruction as translated into classroom practices through flexible grouping, tiered activities, anchored activities, scaffolding techniques in learning English grammar. Quantitative and qualitative data were collected using five-point Likert scale questionnaire and semi-structured interviews respectively. The quantitative data were analyzed using SPSS version 24 software and the qualitative data collected via interview were analyzed qualitatively in the form of narrations. Results showed that the participants reported that DI is by far better than the conventional, one-size-fits-all instructional approach. It engaged almost all students, promotes learning for all, improved English grammar learning achievements, captured students’ interest to learn, provided students different learning opportunities and motivating classroom environment. The findings further revealed that learning via differentiated instruction provided students time to think and complete activities at their own pace and time. It was also reported that DI-based lessons were appropriately challenging to the different readiness levels of the students. Overall, the study concluded that students had favorable perceptions of differentiated instruction in learning English grammar and suggested that making flexible use of differentiated EFL class.