English language teachers’ perceptions of differentiated instruction at a foundation school in Turkey: A case study

Download

EN SON ESMA TOKATLI- tez.pdf

Date

2022-12

Author

Tokatlı, Esma

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

253
views

371
downloads

Process of learning a new language can be a challenging journey shaped by various differences students bring into the classrooms. This situation can pave the way for adopting the differentiated instruction approach. Since teachers are the ones managing the process of differentiated instruction, they hold a significant place as stakeholders. Therefore, this case study aims to investigate the ways the instruction is differentiated in English lessons in a private middle school in Ankara and how the teachers perceive differentiated instruction. Fifteen teachers took part in the study, and the data was collected with interviews and analysis of ten lesson plans. The inductive analysis approach was applied to analyse the qualitative data, and significant themes emerged. The findings revealed that the English teachers taking part in this case study differentiate their instruction mainly on the products of their lessons considering their students’ readiness level, working style preferences, and interests. They perceived differentiation with many advantages, such as the increase in student motivation, engagement and academic progress. Regarding the disadvantages, the participants observed the emergence of negative feelings and negatively affected class atmosphere because of some students’ negative perceptions. Findings also revealed the obstacles and challenges of the participants, such as lack of support and information regarding differentiated instruction. The results also showed that the teachers overcome these challenges mostly with the help of their co-workers. Considering these findings, the current study provided some recommendations regarding the role of the institutions and integration of differentiated instruction in teacher education programs.

Subject Keywords

Differentiated instruction, Teacher perceptions of differentiated instruction, EFL, Teacher experiences, Teaching English

URI

https://hdl.handle.net/11511/101254

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

English Language Teachers Implementation of Curriculum with Action Oriented Approach in Turkish Primary Education Classrooms Yeni Palabıyık, Pınar; Daloğlu, Ayşegül (2016-04-01) The aim of the study is to explore English language teachers' implementation of a curriculum innovation with an actionoriented approach in the context of teaching English to very young learners in Turkish primary schools. As a part of exploratory case study design, data from multiple sources were gathered in the form of observational field notes, followup interviews and document analysis. Findings indicated a variation in teachers' instructional practices ranging from traditional to constructivist. Even if ...
English as a Foreign Language Instructors Induction Early Practices of Language Teachers Teaching at Tertiary Level Öztürk, Mustafa; Yıldırım, Ali (2012-01-01) This study aimed to investigate the nature of the induction process of English as a foreign language (EFL) teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a) having 1 to 3 years of teaching experience, and (b) teaching at higher education level. The data gathered from the interviews were transcribed, coded, and categorized unde...
EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014) The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
A Video case study on TPACK indicators in technology enhanced language teaching classrooms in Turkey Dönmez, Melek; Baran, Evrim; Gökalp, Gökçe; Department of Educational Sciences (2016) The purpose of the study is to identify indicators of English language teachers’ technological pedagogical content knowledge (TPACK) observed in language teaching classrooms. The case study examined 5 different cases comprising of 5 different English language teachers as participants and 5 different technology enhanced language teaching classrooms using video study method. The data sources included semi-structured pre- and post-interviews and video recordings of lessons. The qualitative analysis of the vide...
English language teaching and language teacher education in Turkey- An Evolutionary Overview Balbay, Seher (2021-10-01) This study provides a much-needed socio-political perspective on language teaching in Turkey and identifies key influences and orthodoxies past and present and their impact on current practices of language learning. The researchers provide a refreshing critique of successive cycles of policies and how they have variously sought to secure starting with imperial, nationalist, and contemporary populist ambitions of language teaching in the classroom and beyond. Almost 150 years of such efforts have frequently ...

Citation Formats

E. Tokatlı, “English language teachers’ perceptions of differentiated instruction at a foundation school in Turkey: A case study,” M.A. - Master of Arts, Middle East Technical University, 2022.