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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,...

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Main Authors: Alavinia, Parviz, Sadeghi, Tahereh
Format: Article
Language:English
Published: Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2013
Online Access:http://journalarticle.ukm.my/6142/1/1773-5055-1-PB%5B1%5D.pdf
http://journalarticle.ukm.my/6142/
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spelling my-ukm.journal.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
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
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.
format Article
author Alavinia, Parviz
Sadeghi, Tahereh
spellingShingle Alavinia, Parviz
Sadeghi, Tahereh
The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains
author_facet Alavinia, Parviz
Sadeghi, Tahereh
author_sort Alavinia, Parviz
title 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_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_sort impact of differentiated task-based instruction via heeding learning styles on efl learners' feasible proficiency gains
publisher Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate 2013
url http://journalarticle.ukm.my/6142/1/1773-5055-1-PB%5B1%5D.pdf
http://journalarticle.ukm.my/6142/
http://ukm.my/ppbl/3L/3LHome.html
_version_ 1643736664518950912
score 13.211869

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