Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 6 Sayı: 2, 313 - 335, 31.07.2020
https://doi.org/10.32601/ejal.776002

Öz

Kaynakça

  • Affholder, L. P. (2003). Differentiated instruction in inclusive elementary classrooms (Unpublished doctoral dissertation). University of Kansas, Education Faculty, Kansas.
  • Alavinia, P., & Farhady, S. (2012). Using differentiated instruction to teach vocabulary in mixed ability classes with a focus on multiple intelligences and learning styles. International Journal of Applied Science and Technology, 2(4), 27-82.
  • Aliakbari, M., & Haghighi, J. K. (2014). On the effectiveness of differentiated instruction in the enhancement of Iranian learners reading comprehension in separate gender education. Social and Behavioral Sciences, 98, 182-189. https://doi.org/10.1016/j.sbspro.2014.03.405
  • Anderson, L.W. (1995). Individualized instruction. In L.W. Anderson (Ed.). Encyclopedia of teaching and teacher education, (pp. 155-161). Oxford: Pergamon.
  • Baumgartner, T., Lipowski, M., & Rush, C. (2003). Increasing reading achievement of primary and middle school students through differentiated instruction. (Unpublished doctoral dissertation). Saint Xavier University, Education Faculty, Chicago.
  • Beecher, M., & Sweeny, S. M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school's story. Journal of Advanced Academics, 19(3), 502-530. https://doi.org/10.4219/jaa-2008-815
  • Blaz, D. (2006). Differentiated instruction: A guide for foreign language teachers. Larchmont, NY: Eye on Education, Inc.
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. California: Sage.
  • Chien, C. W. (2012). Differentiated instruction in an elementary school EFL classroom. TESOL Journal, 3(2), 280-291.
  • Chung, S. F. (2005). Putting students’ differences in perspectives: An introduction to the individual developing model. Asian EFL Journal, 7(2), 133-151.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th Ed.). Boston: Pearson.
  • Danzi, J., Reul, K., & Smith, R. (2008). Improving student motivation in mixed ability classrooms using differentiated instruction. Chicago, IL: Saint Xavier University and Pearson Achievement Solutions.
  • Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles: Should they...Can they... be matched? Educational Leadership, 36(4), 238-244.
  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (2nd Ed.) London: Fontana Press.
  • Gardner, H. (2008). Multiple intelligences: New horizons. New York, NY: Basic Books.
  • Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners. Golden Valley, MN: Free Spirit Publishing.
  • Holland, J. L. (1997). Making vocational choices: A theory of vocational choices and work environments (3rd Ed.). Odessa, FL: Psychological Assessment Resources.
  • Karadağ, R., & Yaşar, Ş. (2010). Effects of differentiated instruction on students’ attitudes towards Turkish courses: An action research. Procedia Social and Behavioral Sciences, 9, 1394-1399. https://doi.org/10.1016/j.sbspro.2010.12.340
  • Kasteloot, B. A. (2011). Effects of differentiated mathematics instruction in a fourth grade classroom (Unpublished doctoral dissertation). Southwest Minnesota State University, Education Department, Minnesota.
  • Koeze, P. A. (2007). Differentiated instruction: The effect on student achievement in an elementary school (Unpublished doctoral dissertation). Eastern Michigan University, Department of Leadership and Counseling, Michigan.
  • Lewis, L. C., Rivera, A., & Roby, D. (2012). Identifying and serving culturally and linguistically diverse gifted students. Waco, Texas: Prufrock Press Inc.
  • Liao, H. C. (2015). EFL learner perceptions of differentiated speaking assessment tasks. English Teaching and Learning, 39(1), 29-68.
  • Lunsford, K. (2017). Challenges to implementing differentiated instruction in middle school classrooms with mixed skill levels (Unpublished doctoral dissertation). Walden University, Education Faculty, Minnesota.
  • McCarthy, J. (2015). 3 ways to plan for diverse learners: What teachers do. Retrieved January 25, 2020 from: https://www.edutopia.org/blog/differentiated- instruction-ways-to-plan-john-mccarthy
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). California: Sage Publications.
  • Njagi, M. W. (2014). Teachers’ perspective towards differentiated instruction approach in teaching and learning mathematics in Kenya. International Journal of Humanities and Social Science, 4(13), 236-241.
  • Oliver, F. E. (2016). Teachers’ perspective on differentiated instruction in the foreign language classroom (Unpublished master thesis). University of Iceland, Faculty of Teacher Education, Reykjavik.
  • Paone, N. A. (2017). Middle school teachers’ perceptions of differentiated instruction: A case study (Unpublished doctoral dissertation). Northcentral University, Education Department, Arizona.
  • Paredes, J. P. (2017). The effect of differentiated instruction strategies in the learning of vocabulary, grammar and reading among EFL learners. Modern Journal of Language Teaching Methods, 7(3), 191-200.
  • Powers, E. A. (2008). The use of independent study as a viable differentiation technique for gifted learners in the regular classroom. Gifted Child Today, 31(3), 57-65. https://doi.org/10.4219/gct-2008-786
  • Ramos, L. A., & Lasaten, R. C. S. (2018). Effect of differentiated instruction on students’ level of engagement and performance in English. The Asian EFL Journal’s International Conference on Research and Publication, Philippines, August 25, 2018.
  • Reid, J. M. (1984). Perceptual Learning Style Preference Questionnaire. Laramie: University of Wyoming, Department of English.
  • Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Boston: Heinle & Heinle Publishers.
  • Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of differentiated instruction. Annual Mid-south Educational Research Conference, Tennessee, November, 7, 2014.
  • Siam, K., & Al-Natour, M. (2016). Teacher’s differentiated instruction practices and implementation challenges for learning disabilities in Jordan. International Education Studies, 9(12), 167-181. https://doi.org/10.5539/ies.v9n12p167
  • Siddiqui, O., & Alghamdi, F. (2017). Implementing differentiated instruction in EFL remedial classes. An action research. Education and Linguistics Research, 2(3), 89-100. https://doi.org/10.5296/elr.v3i2.11726
  • Stewart, O. S. (2016). Teachers' perceptions of differentiated instruction in elementary reading (Unpublished doctoral dissertation). Walden University, Education Faculty, Minnesota.
  • Suprayogi, M. N., & Valcke, M. (2016). Differentiated instruction in primary schools: Implementation and challenges in Indonesia. PONTE, 72(6), 2-18 http://dx.doi.org/10.21506/j.ponte.2016.6.1
  • Theisen, T. (2002). Differentiated instruction in the foreign language classroom: Meeting the diverse needs of all learners. Lote Ced The Communiqué, Retrieved January 16, 2020 from: https://www.sedl.org/loteced/communique/n06.pdf
  • Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd Ed.). Alexandria, VA: ASCD.
  • Tomlinson, C. A. (2005). Differentiating instruction; Why bother? Middle Ground, 9(1), 12-15.
  • Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners (2nd Ed.). Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).
  • Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K., Conover, L., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119–145. https://doi.org/10.1177/016235320302700203
  • Tomlinson, C. A., & Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52-55.
  • Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, VA: ASCD.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

The effects of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions

Yıl 2020, Cilt: 6 Sayı: 2, 313 - 335, 31.07.2020
https://doi.org/10.32601/ejal.776002

Öz

Endeavors have been invested to account for inefficient instruction, which is frequently attributed to disregarding learner idiosyncrasies. As a matter of course, differentiated instruction has begun to receive scholarly and professional attention in the hopes of ameliorating learner outcomes through learner-aware teaching. Despite a great deal of recorded research, little is known about how differentiated instruction is prepared and operationalized. This study, conducted at a private high school in Istanbul, Turkey, investigated the impact of differentiated instruction on Turkish L2 learners’ L2 achievement along with the perceptions of learners and teacher. Two intact classes were selected as control (N=14) and DI group (N=8). The control group was exposed to traditional instruction, while the DI group received differentiated instruction guided by the principles of constructivism, multiple intelligence theory (Gardner, 1993), and the differentiated instruction framework of Tomlinson (1999). Data collected by means of L2 achievement tests revealed that DI group outperformed the control group in overall L2 achievement. Learner reflective essays revealed that Turkish L2 learners found differentiated instruction as distinctive, entertaining, engaging, instructive, and interest-related, while teacher reflective journals raised the issues of time constraints, needs for learner awareness and training about differentiated instruction.

Kaynakça

  • Affholder, L. P. (2003). Differentiated instruction in inclusive elementary classrooms (Unpublished doctoral dissertation). University of Kansas, Education Faculty, Kansas.
  • Alavinia, P., & Farhady, S. (2012). Using differentiated instruction to teach vocabulary in mixed ability classes with a focus on multiple intelligences and learning styles. International Journal of Applied Science and Technology, 2(4), 27-82.
  • Aliakbari, M., & Haghighi, J. K. (2014). On the effectiveness of differentiated instruction in the enhancement of Iranian learners reading comprehension in separate gender education. Social and Behavioral Sciences, 98, 182-189. https://doi.org/10.1016/j.sbspro.2014.03.405
  • Anderson, L.W. (1995). Individualized instruction. In L.W. Anderson (Ed.). Encyclopedia of teaching and teacher education, (pp. 155-161). Oxford: Pergamon.
  • Baumgartner, T., Lipowski, M., & Rush, C. (2003). Increasing reading achievement of primary and middle school students through differentiated instruction. (Unpublished doctoral dissertation). Saint Xavier University, Education Faculty, Chicago.
  • Beecher, M., & Sweeny, S. M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school's story. Journal of Advanced Academics, 19(3), 502-530. https://doi.org/10.4219/jaa-2008-815
  • Blaz, D. (2006). Differentiated instruction: A guide for foreign language teachers. Larchmont, NY: Eye on Education, Inc.
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. California: Sage.
  • Chien, C. W. (2012). Differentiated instruction in an elementary school EFL classroom. TESOL Journal, 3(2), 280-291.
  • Chung, S. F. (2005). Putting students’ differences in perspectives: An introduction to the individual developing model. Asian EFL Journal, 7(2), 133-151.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th Ed.). Boston: Pearson.
  • Danzi, J., Reul, K., & Smith, R. (2008). Improving student motivation in mixed ability classrooms using differentiated instruction. Chicago, IL: Saint Xavier University and Pearson Achievement Solutions.
  • Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles: Should they...Can they... be matched? Educational Leadership, 36(4), 238-244.
  • Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (2nd Ed.) London: Fontana Press.
  • Gardner, H. (2008). Multiple intelligences: New horizons. New York, NY: Basic Books.
  • Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners. Golden Valley, MN: Free Spirit Publishing.
  • Holland, J. L. (1997). Making vocational choices: A theory of vocational choices and work environments (3rd Ed.). Odessa, FL: Psychological Assessment Resources.
  • Karadağ, R., & Yaşar, Ş. (2010). Effects of differentiated instruction on students’ attitudes towards Turkish courses: An action research. Procedia Social and Behavioral Sciences, 9, 1394-1399. https://doi.org/10.1016/j.sbspro.2010.12.340
  • Kasteloot, B. A. (2011). Effects of differentiated mathematics instruction in a fourth grade classroom (Unpublished doctoral dissertation). Southwest Minnesota State University, Education Department, Minnesota.
  • Koeze, P. A. (2007). Differentiated instruction: The effect on student achievement in an elementary school (Unpublished doctoral dissertation). Eastern Michigan University, Department of Leadership and Counseling, Michigan.
  • Lewis, L. C., Rivera, A., & Roby, D. (2012). Identifying and serving culturally and linguistically diverse gifted students. Waco, Texas: Prufrock Press Inc.
  • Liao, H. C. (2015). EFL learner perceptions of differentiated speaking assessment tasks. English Teaching and Learning, 39(1), 29-68.
  • Lunsford, K. (2017). Challenges to implementing differentiated instruction in middle school classrooms with mixed skill levels (Unpublished doctoral dissertation). Walden University, Education Faculty, Minnesota.
  • McCarthy, J. (2015). 3 ways to plan for diverse learners: What teachers do. Retrieved January 25, 2020 from: https://www.edutopia.org/blog/differentiated- instruction-ways-to-plan-john-mccarthy
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). California: Sage Publications.
  • Njagi, M. W. (2014). Teachers’ perspective towards differentiated instruction approach in teaching and learning mathematics in Kenya. International Journal of Humanities and Social Science, 4(13), 236-241.
  • Oliver, F. E. (2016). Teachers’ perspective on differentiated instruction in the foreign language classroom (Unpublished master thesis). University of Iceland, Faculty of Teacher Education, Reykjavik.
  • Paone, N. A. (2017). Middle school teachers’ perceptions of differentiated instruction: A case study (Unpublished doctoral dissertation). Northcentral University, Education Department, Arizona.
  • Paredes, J. P. (2017). The effect of differentiated instruction strategies in the learning of vocabulary, grammar and reading among EFL learners. Modern Journal of Language Teaching Methods, 7(3), 191-200.
  • Powers, E. A. (2008). The use of independent study as a viable differentiation technique for gifted learners in the regular classroom. Gifted Child Today, 31(3), 57-65. https://doi.org/10.4219/gct-2008-786
  • Ramos, L. A., & Lasaten, R. C. S. (2018). Effect of differentiated instruction on students’ level of engagement and performance in English. The Asian EFL Journal’s International Conference on Research and Publication, Philippines, August 25, 2018.
  • Reid, J. M. (1984). Perceptual Learning Style Preference Questionnaire. Laramie: University of Wyoming, Department of English.
  • Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Boston: Heinle & Heinle Publishers.
  • Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of differentiated instruction. Annual Mid-south Educational Research Conference, Tennessee, November, 7, 2014.
  • Siam, K., & Al-Natour, M. (2016). Teacher’s differentiated instruction practices and implementation challenges for learning disabilities in Jordan. International Education Studies, 9(12), 167-181. https://doi.org/10.5539/ies.v9n12p167
  • Siddiqui, O., & Alghamdi, F. (2017). Implementing differentiated instruction in EFL remedial classes. An action research. Education and Linguistics Research, 2(3), 89-100. https://doi.org/10.5296/elr.v3i2.11726
  • Stewart, O. S. (2016). Teachers' perceptions of differentiated instruction in elementary reading (Unpublished doctoral dissertation). Walden University, Education Faculty, Minnesota.
  • Suprayogi, M. N., & Valcke, M. (2016). Differentiated instruction in primary schools: Implementation and challenges in Indonesia. PONTE, 72(6), 2-18 http://dx.doi.org/10.21506/j.ponte.2016.6.1
  • Theisen, T. (2002). Differentiated instruction in the foreign language classroom: Meeting the diverse needs of all learners. Lote Ced The Communiqué, Retrieved January 16, 2020 from: https://www.sedl.org/loteced/communique/n06.pdf
  • Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd Ed.). Alexandria, VA: ASCD.
  • Tomlinson, C. A. (2005). Differentiating instruction; Why bother? Middle Ground, 9(1), 12-15.
  • Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners (2nd Ed.). Alexandria, VA: Association for Supervision & Curriculum Development (ASCD).
  • Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K., Conover, L., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119–145. https://doi.org/10.1177/016235320302700203
  • Tomlinson, C. A., & Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52-55.
  • Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, VA: ASCD.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Ahmet Cihat Yavuz Bu kişi benim 0000-0002-3246-952X

Yayımlanma Tarihi 31 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 6 Sayı: 2

Kaynak Göster

APA Yavuz, A. C. (2020). The effects of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions. Eurasian Journal of Applied Linguistics, 6(2), 313-335. https://doi.org/10.32601/ejal.776002