EFL instructors’ perceptions and practices of differentiated instruction at tertiary level

Abstract

The purpose of this study was to investigate EFL instructors’ perceptions and practices of differentiated instruction in an English language preparatory program of a state university in Türkiye. For this mixed-methods case study, the quantitative data was collected through a questionnaire, and the qualitative data was gathered through semi-structured interviews. 87 instructors participated in the quantitative part of the study, and 13 instructors participated in the qualitative phase. Descriptive and inferential analysis was employed to analyze the quantitative data, and the qualitative data was analyzed through content analysis. The results indicated that instructors’ awareness of differentiated instruction is generally high, and that they are generally aware of individual differences and needs and their impact on the course achievement. On the other hand, the results of the study also showed that instructors’ practices of differentiated instruction are generally not comprehensive and are not proactively based on individual student needs. However, instructors moderately practice differentiation in some parts of their instruction. The results of the study also revealed some challenges instructors face in the differentiation practice including strict syllabus, number of students, insufficient resources and exams.