Using digital differentiation to improve EFL achievement and self-regulation of tertiary learners: the Turkish context

ABSTRACT

Purpose

The current study examines the impact of Differentiated Instruction (DI) on students’ EFL speaking proficiency and Self-Regulated Learning (SRL) during online learning at a Turkish higher education institution’s English preparatory program.

Design/methodology/approach

Carried out as a sequential explanatory mixed-methods approach, this quasi-experimental study first collected quantitative data from two intact classrooms, experimental group (n = 16), control group (n = 15), through a speaking proficiency test and the Turkish translation of a Likert-type Online Self-Regulation Questionnaire (OSRLQ) as pre-/post-test; and qualitative data through a semi-structured focus group interview with six students. The qualitative data were coded and interpreted through content analysis.

Findings

Based on Tomlinson’s (2001) DI framework, the intervention plan of this study involved differentiating the process, product and learning environment of the online learners based on their readiness levels and interests. The results revealed that the DI-group improved its speaking significantly higher than the non-DI group whereas the overall SRL of the both groups did not differ meaningfully. The DI-group improved its help-seeking strategy use significantly. The analysis of qualitative data indicated that the students held positive views of online practices used for DI purposes such as formative assessment, differentiated speaking tasks while questioning group work arrangements. The participants also stated that they improved their use of target setting, help seeking and self-assessment.

Originality/value

This study contributes to the literature in providing insight into the effects of differentiation practices during online learning and suggests implications for designing innovative differentiated EFL learning experiences during remote learning.

KEYWORDS:

• Differentiated instruction
• online education
• self-regulated learning
• speaking
• EFL

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Esra Meşe

Esra Meşe is an EFL instructor at the Foreign Languages Department of Istanbul Technical University (ITU), Istanbul. She completed her MA degree in English Language Education at Bahçeşehir University (BAU). Her academic interests include differentiated instruction, distance education, reflective practice, and in-service teacher training.

Enisa Mede

Enisa Mede (Ph.D in Foreign Language Education) is an Associate Professor at the Department of English Language Teaching (ELT) of Bahçeşehir University (BAU), Istanbul. Her research interests lie in the area of curriculum design and evaluation, bilingual education, teacher education and language development in young learners. She has been offering Teaching Language Skills, School Experience and Practicum courses at the undergraduate level and Second Language Acquisition (SLA) and courses at the graduate level. She has authored numerous articles in indexed journals and published many chapters in national and international books.