The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains
Around 3 decades of scrupulous work, theorizing and experimentation in the realm of differentiated instruction (DI) has provided it with an unprecedented and ever-increasing splendor. Yet, the fuzziness, in terms of methodological and practical concerns, with which the theory was once characterised,...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
2013
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| Online Access: | http://journalarticle.ukm.my/6142/ http://journalarticle.ukm.my/6142/1/1773-5055-1-PB%5B1%5D.pdf |
| _version_ | 1848811057569595392 |
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| author | Alavinia, Parviz Sadeghi, Tahereh |
| author_facet | Alavinia, Parviz Sadeghi, Tahereh |
| author_sort | Alavinia, Parviz |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Around 3 decades of scrupulous work, theorizing and experimentation in the realm of differentiated instruction (DI) has provided it with an unprecedented and ever-increasing splendor. Yet, the fuzziness, in terms of methodological and practical concerns, with which the theory was once characterised, has not yet completely been tackled. The present study is, hence, an attempt to partly diminish this aura of blurredness and imprecision surrounding DI, particularly for novice practitioners by implementing and running a differentially instructed class. The study sets out to investigate the impact of DI on EFL learners’ proficiency. A small sample size of academic freshmen (totaling 60, out of which only 47 remained to the end of the study), was selected through convenience sampling and rearranged under distinct groups based on learning styles using Chislett and Chapman’s (2005) learning style inventory. The results reveal, contrary to the study postulations, no significant proficiency differences resulting from differentiated task-based instruction between the experimental and control groups. |
| first_indexed | 2025-11-14T23:40:21Z |
| format | Article |
| id | oai:generic.eprints.org:6142 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T23:40:21Z |
| publishDate | 2013 |
| publisher | Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:61422016-12-14T06:40:27Z http://journalarticle.ukm.my/6142/ The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains Alavinia, Parviz Sadeghi, Tahereh Around 3 decades of scrupulous work, theorizing and experimentation in the realm of differentiated instruction (DI) has provided it with an unprecedented and ever-increasing splendor. Yet, the fuzziness, in terms of methodological and practical concerns, with which the theory was once characterised, has not yet completely been tackled. The present study is, hence, an attempt to partly diminish this aura of blurredness and imprecision surrounding DI, particularly for novice practitioners by implementing and running a differentially instructed class. The study sets out to investigate the impact of DI on EFL learners’ proficiency. A small sample size of academic freshmen (totaling 60, out of which only 47 remained to the end of the study), was selected through convenience sampling and rearranged under distinct groups based on learning styles using Chislett and Chapman’s (2005) learning style inventory. The results reveal, contrary to the study postulations, no significant proficiency differences resulting from differentiated task-based instruction between the experimental and control groups. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2013 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/6142/1/1773-5055-1-PB%5B1%5D.pdf Alavinia, Parviz and Sadeghi, Tahereh (2013) The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 19 (1). pp. 75-91. ISSN 0128-5157 http://ukm.my/ppbl/3L/3LHome.html |
| spellingShingle | Alavinia, Parviz Sadeghi, Tahereh The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains |
| title | The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains |
| title_full | The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains |
| title_fullStr | The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains |
| title_full_unstemmed | The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains |
| title_short | The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains |
| title_sort | impact of differentiated task-based instruction via heeding learning styles on efl learners' feasible proficiency gains |
| url | http://journalarticle.ukm.my/6142/ http://journalarticle.ukm.my/6142/ http://journalarticle.ukm.my/6142/1/1773-5055-1-PB%5B1%5D.pdf |