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

Download

index.pdf

Date

2020

Author

Leblebicier, Burcu

Metadata

Show full item record

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

Item Usage Stats

828
views

1409
downloads

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.

URI

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

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Seize the Moment: Turning Local Contingencies into LearningOpportunities Balıkçı, Gözde; Seferoğlu, Gölge (2019-04-10) Facilitating learning opportunities for learners is a complex task for teachers involving careful decision making skills in the natural flow of the classroom interaction. For pre-service language teachers in their first contact with learners in practice teaching, this task can be even more challenging. While studies on successful language teachers who open up learning opportunities for their learners in classroom interaction might be found in the literature, studies on missed learning opportunities are not ...
Exploring of STEM readiness of a faculty of education in Turkey Kılınç, Selçuk; Geban, Ömer; Öztürk, Gökhan; Department of Mathematics and Science Education (2018) In the 21st century, it is important that individuals have features of creativity, strong communication skills, critical and analytical thinking, and ability to collaborate. Providing an interdisciplinary learning in all processes from pre-school to higher education is an important advantage for countries bringing these properties to its citizens and becoming one leading countries of the world in the future. That interdisciplinary learning is possible by integrating the knowledge of science, technology, eng...
Middle School Students’ Scientific Reasoning Ability: Is it related to Classroom Learning Environment Perceptions? Bezci Bircan, Filiz; Sungur, Semra (2018-09-04) Contribution Today’s education need to equip students’ with 21st century skills to prepare them as the workforce. This aim can be achieved by educating scientifically literate people. According to Lawson (2009), scientific reasoning is an important component of scientific literacy. Scientific reasoning involves a range of thinking patterns between empirical-inductive thought to hypothetical-deductive thought (Lawson, 2004; 2009). And it includes thinking and reasoning skills involved in inquiry, experimenta...
Exploring Non Native English Teachers Professional Development Practices Korkmazgil, Sibel; Seferoğlu, Gölge (2013-01-01) One-shot professional development activities designed and accomplished without considering teachers’ needs are generally reported to fail to lead to long-lasting changes in terms of teacher growth and learning. Therefore, professional development programs need to be based on the immediate needs of teachers, and designed and directed with teachers’ input. In this regard, this study aims to investigate a group of English as a Foreign Language (EFL) teachers’ professional development practices in Turkey in ord...
Social argumentation in online synchronous communication Alagoz, Esra (Springer Science and Business Media LLC, 2013-12-01) The ability to argue well is a valuable skill for students in both formal and informal learning environments. While many studies have explored the argumentative practices in formal environments and some researchers have developed tools to enhance the argumentative skills, the social argumentation that is occurring in informal spaces has yet to be broadly investigated. The challenges associated with observing and capturing the interactions in authentic settings can be identified as the main reasons for this ...

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.