Implementing Differentiated Instruction in EFL Remedial Classes: An Action Research

Abstract

Since English language teaching became a compulsory part of the curriculum in all institutes of higher education in Saudi Arabia, different syllabi and teaching methodologies have been experimented to help adult students learn the language effectively, particularly within first-year university preparatory programs. However, despite the huge efforts in aiding the educational process of English as a foreign language (EFL), there is a large turnout of students not meeting the criteria needed to pass their preparatory year. As students are enrolled in one EFL program with the same textbook and are expected to achieve the same benchmarks, there has arisen a need to reexamine the mode in which the curriculum is being delivered. The way forward seems to be remedial intervention that addresses the inadequacies of the non-progressing learners, and utilizes an instructional approach that modifies material and instruction to meet learners’ individual needs. The approach which takes into account individual differences has been known amongst educationalists as Differentiated Instruction (DI). This action research investigation seeks to explore DI as it is being implemented at an EFL remedial program, its procedures and outcomes. We hypothesize that students would benefit from the varied instruction, modified materials and flexible grouping within the class setup. Quantitative data was collected in the form of the grades of a pretest and a posttest. The differences in the results of the two sets of tests showed positive impact of implementing DI on learning, and were found to be statistically significant. Also, tutors' opinions were sought through a mini questionnaire consisting of open-ended questions. It is hoped that the action research thus conducted will contribute to answering pertinent questions and benefit the EFL remedial practice as well as future studies.