Research on Differentiated Teaching Strategies in English Teaching in Junior High Schools

Abstract

This thesis will look into application, effectiveness, and challenges regarding the use of differentiated teaching strategies within the English teaching context in junior high school settings. With learners having diverse learning needs, differentiated instruction (DI) is an instructional approach that focuses on modifying the methods of teaching materials and assessment in ways that accommodate the differences of each individual learner. Consequently, the key findings emerging from the reviewed studies in regard to the application of DI in the English classroom synthesized used strategies of content adaptation, process modification, and product variation. The present study finds that DI enhances student engagement, understanding, and performance better than at the various levels of proficiency. On the contrary, there are some challenges attached to the achievement, such as limited time, comprehensive planning required for the success of its implementation, and the need for institutional support. This thesis is valuable in that it points out applicable insights into the effective practices and off ers recommendations on how educators and policymakers can surmount barriers in the successful implementation of DI. This, therefore, emanates that through its realization, DI bears immense potential for improving English teaching to be more inclusive, effective, and in the process, able to respond to the needs of all students.