Differentiated instruction and its impact on students' academic writing skills
Keywords:
Academic writing Skills, Differentiated Instruction, One-size-fits-allAbstract
The study aimed to investigate the impact of differentiated instructional approach on the students' academic writing skill performance. A pretest-posttests quasi-experimental research with a single group interrupted design was employed. Data were obtained through tests and students’ reflective journal from 27 third year EFL students who were selected using comprehensive sampling. Moreover, a focus group discussion was held with nine randomly selected students from each of the high, average and low achievers group. Side by side with the interventions, three tests were administered to the sample students weekly. The quantitative data were analyzed using one-way repeated measure ANOVA, and the qualitative data were analyzed qualitatively through describing and narrating their responses. The findings revealed that differentiated instruction was effective on students' academic writing achievements. As a result, this study advises that researchers, instructors, and teacher training institutes give careful consideration to how well the current language instruction fits into today's academically diverse classrooms.
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