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/ http://journalarticle.ukm.my/6142/ http://journalarticle.ukm.my/6142/1/1773-5055-1-PB%5B1%5D.pdf

id	ukm-6142
recordtype	eprints
spelling	ukm-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
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
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/ http://journalarticle.ukm.my/6142/ http://journalarticle.ukm.my/6142/1/1773-5055-1-PB%5B1%5D.pdf
first_indexed	2023-09-18T19:46:06Z
last_indexed	2023-09-18T19:46:06Z
_version_	1777405910254092288

The impact of differentiated task-based instruction via heeding learning styles on EFL learners' feasible proficiency gains

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