Purpose: The aim of this paper is to explore the importance of individual learner differences and the effect differentiated instruction (DI) has on learners' levels of engagement. Design/methodology/approach: The author carried out this research using a small-scale action research (AR) study. Findings: The findings suggest that in acknowledging…

As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students' needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers'…

Educational recommender systems have been supporting personalized learning in various ways. However, less discussion is conducted about whether and how to personalize the strategies to generate recommendations based on student differences. In this study, we aim at investigating how students judge recommendations based on different strategies, and…

Inclusive education has grown into a worldwide process of educating all students, confirming a commitment to universal guidelines and values of inclusiveness and diversity. It involves recognizing and eliminating roadblocks that limits students, especially disadvantaged ones, from participating and flourishing in their endeavors. More importantly,…

Differentiation and achievement grouping are frequently implemented practices to adapt education to students' varying educational needs based on achievement level. Potential didactical and socioemotional advantages and disadvantages of these practices have been discussed in the literature. However, little is known about the perspective of students…

Foreign language teaching achieves best learning outcomes when individual differences of learners are taken into account. While it is difficult for teachers to support internal differentiation in the classroom, digital tools can adaptively propose individual learning paths through activities so that students can practice with appropriately…

This study aimed to examine the impact of an online writing system (OWS) providing individualized corrective feedback (CF) on learners' self-correction of grammatical errors (GE). It consisted of two phases: the pilot and the formal phases. Four EFL (English as a Foreign Language) Taiwanese university students participated in the study at the…

Differentiated instruction (DI) has received extensive attention in general teacher education. Little research, however, has specifically focused on language teachers' understanding of DI, particularly the developmental trajectory of their understanding. The present study, framed within and informed by sociocultural theory, investigated EFL…

Differentiated instruction (DI) is an effective instructional strategy to maximize individual students' abilities; in practice, however, its implementation appears to be problematic. To better understand teachers' perspectives on DI and the effect different teaching contexts can have, we explored teachers' interactive cognitions of DI in their…

The learning characteristics of each student are different. Differentiated instruction considers individual differences, as such guides the learning journey rather than seeing these differences as a challenge. The purpose of this research was to compare the effects of differentiated instruction and 5E learning cycle in physics classes on the…

Adopting differentiated teaching and learning strategies has proved effective in addressing students' diverse capabilities and potentials as well as developing their skills. This study examines the implications of differentiated instruction for self-actualization among high school students. For achieving this purpose, the quasi-experimental…

Students with special educational needs have largely been marginalised from regular schools. As the 1900s drew to a close, the Education of All Handicapped Children Act put an end to child segregation from regular schools as an attempt to prevailing equity amongst students and promoting individual differences. Accordingly, disabled students…

Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers' differentiation qualities describes the…

This study explores a field-motivated concern among English as a Foregin Language (EFL) teachers at a college preparatory English language program. The course syllabus for this program is fixed and systematically paced over four, seven-week modules. Despite formal assessment measures that result in placing the learners into four levels of English…

The goal of the present study is to understand the role orthographic and semantic information play in the behavior of skilled readers. Reading latencies from a self-paced sentence reading experiment in which Russian near-synonymous verbs were manipulated appear well-predicted by a combination of bottom-up sublexical letter triplets (trigraphs) and…