Learning through differentiated instruction: action research in an academic english class.

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2020

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Leblebicier, Burcu

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Effective writing is an essential skill in today’s society and the workforce. However, as much as the importance it holds, writing can be a daunting and problematic skill to foster particularly in academically and socially diverse classrooms. Therefore, this action research aims to investigate whether differentiated writing instruction could be an effective method to cater for such differences in students’ learning and development of academic English writing. 21 second year university students were the participants of this study which was conducted over a 10-week period. Throughout the study, the participants attended academic writing classes designed within the framework of differentiated instruction (DI). Employing qualitative data collection tools, the study utilized a student background and learning profile questionnaire, semi- structured interviews, after lesson questionnaires, and researcher reflection notes. The analysis of the results revealed that students who attended the writing classes conducted via DI had favorable views about it as an instructional method, that DI made significant contributions to students and that DI helped improve students’ English academic writing skills.

Subject Keywords

Differentiated teaching staffs, Differentiated teaching staffs, Differentiated Instruction, EFL, Writing, Curriculum, Instruction.

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http://etd.lib.metu.edu.tr/upload/12625003/index.pdf
https://hdl.handle.net/11511/45382

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Graduate School of Social Sciences, Thesis

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Citation Formats

B. Leblebicier, “Learning through differentiated instruction: action research in an academic english class.,” Thesis (M.S.) -- Graduate School of Social Sciences. Educational Sciences., Middle East Technical University, 2020.