Differentiated Instruction (DI) is a pedagogical premise that provides benefits, such as meeting diverse learner needs, accommodating students with varying learning abilities (De Jesus, 2012). DI is not just for special education; it addresses every student's needs without turning classrooms into cram schools or private tutoring lessons. Therefore, in light of recent progress in Nepal's education sector, ignoring the importance of DI in the EFL classroom is extremely difficult. Previous research has paid little attention to the complexities of DI implementation in Nepal. There has been little discussion of EFL teachers' perceptions of DI in Nepal, in particular. The aim of this study was to investigate Nepalese EFL teachers' perceptions and the factors supporting and hindering the implementation of DI in their classrooms. This research provides valuable insights into the pedagogical effects of incorporating DI in a desirable manner. A qualitative case study was employed as a research design of the study. Fifteen EFL secondary level teachers teaching at private schools in Kathmandu Valley were selected for this study. The teacher participants were chosen via a systematic random sampling procedure. The data were analyzed and interpreted using a thematic approach, employing survey questionnaires, teachers' interviews, book analysis and classroom observation as data collection instruments. The findings of this study showed differentiated instruction was found to be at its pre-stage of implementation due to large class size, syllabus constraint, time constraint, lack of teacher professional development events and digital incompetency during COVID – 19 pandemics.
Samikshya Bidari, Kathmandu University, Nepal
Stream: Education & Difference: Gifted Education
This paper is part of the ECE2021 Conference Proceedings (View)
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