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

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

Erhan Gülşen

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. 

Keywords

Differentiated instruction, teacher views, phenomenological study, Turkish EFL teachers

References

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