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A Phenomenological Study Concerning Turkish EFL Teachers’ Views on Differentiated Instruction

Year 2018, Volume: 7 Issue: 1, 42 - 56, 31.03.2018

Abstract

When implemented efficaciously, differentiated instruction (DI) is likely to provide scrupulous outcomes in its own right both for the language teacher and English language learners. However, it is also prone to presenting some obstacles, especially in countries like Turkey, where the common instruction is mostly given in mainstream classrooms. The purpose of this study was to ascertain Turkish EFL teachers’ views upon the rewarding sides of DI and the hindrances in its implementation. To achieve this goal, perceptions of ten Turkish EFL teachers, who had been applying DI in the same school for a certain time, were collected through written interviews. Data were analysed using phenomenological study techniques. Six major themes were derived from the analysis: heeding learners’ needs, boosting learner confidence, establishing better rapport, promoting involvement and interaction, experiencing difficulties in implementation and confronting mandatory interventions. These were quite relevant to understanding the contextual issues faced in the implementation of DI. 

References

  • Aftab, J. (2015). Teachers’ beliefs about differentiated instructions in mixed ability classrooms: A case of time limitation. Journal of Education and Educational Development, 2(2), 94-114. Anderson, K., M. (2007). Differentiating instruction to include all students. Preventing School Failure, 51 (3), 49-54. Aras, İ. (2018). The impact of differentiated instruction on learners in reading classes of a middle school: motivation, behaviour and achievement (Unpublished master’s thesis). Bahçeşehir University, Istanbul, Turkey. Ary, D., Jacobs, L. C., Sorensen C. & Razavieh A. (2010). Introduction to research in education. CA: Nelson Education LTD. Butt, M & Kausar S. (2010). A Comparative study of using differentiated instructions of public and private school teachers. Malaysian Journal of Distance Education, 12(1), 105-124. Chien, C. (2015). Analysis of Taiwanese elementary school English teachers’ perceptions of, designs of, and knowledge constructed about differentiated instruction in content. Cogent Education, 2, 1-16. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. 2nd ed. Thousand Oaks. CA: Sage Hart, S. (1996). Differentiation and equal opportunities. London: Routledge. Heacox, D. (2002). Differentiating instruction in a regular classroom: How to reach and teach. Minneapolis: Free Spirit Publishing Inc. Hewitt, K. K. & Weckstein, D. K. (2012). Differentiated instruction: Begin with teachers! Kappa Delta Pi Record, 48(1), 35-40. Jesus, O. N. D. (2012). Differentiated instruction: Can differentiated instruction provide success for all learners? National Teacher Education Journal, 5(3), 5-11. Karadağ, R. & Yaşar, S. (2010). Effects of differentiated instruction on students’ attitudes towards Turkish courses: an action research. Procedia Social and Behavioural Sciences, 9 1394-1399 Langa, M. A., & Yost, J. L. (2007). Curriculum mapping for differentiated instruction, k-8. Thousand Oaks, California: Corwin Press.
 Lockley, J., Jackson, N., Downing, A. & Roberts, J. (2017). University instructors’ responses on implementation of differentiated instruction in teacher education programs. Retrieved from ERIC database. (ED572728) Loeser, John W. (2015). Differentiated instruction. Research Starters: Education, (Online Edition). Logan, B. (2010). Examining differentiated instruction: Teachers respond. Research in Higher Education Journal, 1-14. Lunsford, H. & Treadwell G. (2015). Implementing differentiated instruction for online college writing courses. Distance Learning, 13(3), 11-22. Pilten, G. (2016). A phenomenological study of teacher perceptions of the applicability of differentiated reading instruction designs in Turkey. Educational Sciences: Theory & Practice, 16(4), 1419-1451. Robinson L., Maldonado N. & Whaley, J. (2014). Perceptions about implementation of differentiated instruction. Paper presented at the Annual Mid-South Educational Research (MSERA) conference. Stake, R. E. (2010). Qualitative research: Studying how things work. New York: The Guilford Press. Tomlinson, C. A. (1995). Deciding to differentiate instruction in middle school: One school’s journey. Gifted Child Quarterly, 39 (2), 77-87. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
 Tomlinson, C. A. (2005). Differentiated instruction. Theory into Practice, 44(3), 183–184. Tomlinson, C. A. (2006). Differentiated instructions for academic diversity. U.S.A: J.M. Kooper. Vygotsky, L. S. 1978. Mind in society. Cambridge, MA: Harvard University Press.
Year 2018, Volume: 7 Issue: 1, 42 - 56, 31.03.2018

Abstract

References

  • Aftab, J. (2015). Teachers’ beliefs about differentiated instructions in mixed ability classrooms: A case of time limitation. Journal of Education and Educational Development, 2(2), 94-114. Anderson, K., M. (2007). Differentiating instruction to include all students. Preventing School Failure, 51 (3), 49-54. Aras, İ. (2018). The impact of differentiated instruction on learners in reading classes of a middle school: motivation, behaviour and achievement (Unpublished master’s thesis). Bahçeşehir University, Istanbul, Turkey. Ary, D., Jacobs, L. C., Sorensen C. & Razavieh A. (2010). Introduction to research in education. CA: Nelson Education LTD. Butt, M & Kausar S. (2010). A Comparative study of using differentiated instructions of public and private school teachers. Malaysian Journal of Distance Education, 12(1), 105-124. Chien, C. (2015). Analysis of Taiwanese elementary school English teachers’ perceptions of, designs of, and knowledge constructed about differentiated instruction in content. Cogent Education, 2, 1-16. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. 2nd ed. Thousand Oaks. CA: Sage Hart, S. (1996). Differentiation and equal opportunities. London: Routledge. Heacox, D. (2002). Differentiating instruction in a regular classroom: How to reach and teach. Minneapolis: Free Spirit Publishing Inc. Hewitt, K. K. & Weckstein, D. K. (2012). Differentiated instruction: Begin with teachers! Kappa Delta Pi Record, 48(1), 35-40. Jesus, O. N. D. (2012). Differentiated instruction: Can differentiated instruction provide success for all learners? National Teacher Education Journal, 5(3), 5-11. Karadağ, R. & Yaşar, S. (2010). Effects of differentiated instruction on students’ attitudes towards Turkish courses: an action research. Procedia Social and Behavioural Sciences, 9 1394-1399 Langa, M. A., & Yost, J. L. (2007). Curriculum mapping for differentiated instruction, k-8. Thousand Oaks, California: Corwin Press.
 Lockley, J., Jackson, N., Downing, A. & Roberts, J. (2017). University instructors’ responses on implementation of differentiated instruction in teacher education programs. Retrieved from ERIC database. (ED572728) Loeser, John W. (2015). Differentiated instruction. Research Starters: Education, (Online Edition). Logan, B. (2010). Examining differentiated instruction: Teachers respond. Research in Higher Education Journal, 1-14. Lunsford, H. & Treadwell G. (2015). Implementing differentiated instruction for online college writing courses. Distance Learning, 13(3), 11-22. Pilten, G. (2016). A phenomenological study of teacher perceptions of the applicability of differentiated reading instruction designs in Turkey. Educational Sciences: Theory & Practice, 16(4), 1419-1451. Robinson L., Maldonado N. & Whaley, J. (2014). Perceptions about implementation of differentiated instruction. Paper presented at the Annual Mid-South Educational Research (MSERA) conference. Stake, R. E. (2010). Qualitative research: Studying how things work. New York: The Guilford Press. Tomlinson, C. A. (1995). Deciding to differentiate instruction in middle school: One school’s journey. Gifted Child Quarterly, 39 (2), 77-87. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
 Tomlinson, C. A. (2005). Differentiated instruction. Theory into Practice, 44(3), 183–184. Tomlinson, C. A. (2006). Differentiated instructions for academic diversity. U.S.A: J.M. Kooper. Vygotsky, L. S. 1978. Mind in society. Cambridge, MA: Harvard University Press.
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Details

Primary Language English
Journal Section ELT Research Journal
Authors

Erhan Gülşen

Publication Date March 31, 2018
Submission Date June 4, 2018
Published in Issue Year 2018 Volume: 7 Issue: 1

Cite

APA Gülşen, E. (2018). A Phenomenological Study Concerning Turkish EFL Teachers’ Views on Differentiated Instruction. ELT Research Journal, 7(1), 42-56.