Differentiated Reading Instruction for EFL learners.

Abstract

This master’s thesis examines the role of differentiation in reading in the English foreign language classroom. The study explores the current state of (EFL) teaching and how learners can develop their reading proficiency through differentiated instruction. Sixteen studies from the last 15 years were examined and the results show that differentiated reading instruction has positive effects on student`s reading skills. This thesis is a systematic review and data was collected using a qualitative approach of content analysis.

Findings from this study show that teachers understand the need to use differentiated instruction but lack the competence and knowledge on how to use this teaching approach. For teachers using this teaching method, they differentiate content, product, and process in addition to performing ongoing assessment to assess the reading skills of their students. There is therefore a need to train teachers on how to differentiate instruction. Even though differentiated reading instruction is recommended, there are challenges in using this teaching method. These are: lack of resources, difficulty in class management and lack of time for lesson planning.

Collaboration with other teachers is necessary for implementing this teaching approach successfully. A common method for using differentiated instruction that is frequently used by teachers and recommended by researchers is the use of flexible grouping. Organizing students in ability groups and providing guided reading for students who require it is recommended. However, research on differentiated instruction on EFL learners is scarce, and there is a need for more research to be done for this group of learners.

Key words: Differentiated instruction, Reading, English as a foreign language, Individualized instruction, adapted teaching.