Enhancing University-Level Efl Instruction Through Differentiated Approaches - A Comprehensive Review

Session

Education and Development

Description

This paper presents an in-depth review of differentiated instructional strategies tailored for English as a Foreign Language (EFL) teaching at the university level. It emphasizes the necessity of addressing the varied proficiency levels among students within this context. As global academic environments become increasingly diverse, the need for instructional methods that cater to a wide range of linguistic capabilities becomes imperative. This review analyzes the efficacy of differentiated approaches, supported by a thorough examination of current research and pedagogical practices. The study highlights the importance of formative assessment, individualized learning trajectories, the integration of digital tools, and the incorporation of cultural awareness in crafting effective EFL instruction. Moreover, it explores contemporary educational innovations such as flipped learning and hybrid teaching models, demonstrating their potential to meet diverse learner needs. The insights provided are aimed at equipping educators, especially within predominantly Albanian-speaking institutions, with practical strategies to enhance the inclusivity and effectiveness of EFL programs at the tertiary level.

Keywords:

Differentiated Instruction, English as a Foreign Language (EFL), University-level Education

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-982-15-3

Location

UBT Kampus, Lipjan

Start Date

25-10-2024 9:00 AM

End Date

27-10-2024 6:00 PM

DOI

10.33107/ubt-ic.2024.128

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Oct 25th, 9:00 AM Oct 27th, 6:00 PM

Enhancing University-Level Efl Instruction Through Differentiated Approaches - A Comprehensive Review

UBT Kampus, Lipjan

This paper presents an in-depth review of differentiated instructional strategies tailored for English as a Foreign Language (EFL) teaching at the university level. It emphasizes the necessity of addressing the varied proficiency levels among students within this context. As global academic environments become increasingly diverse, the need for instructional methods that cater to a wide range of linguistic capabilities becomes imperative. This review analyzes the efficacy of differentiated approaches, supported by a thorough examination of current research and pedagogical practices. The study highlights the importance of formative assessment, individualized learning trajectories, the integration of digital tools, and the incorporation of cultural awareness in crafting effective EFL instruction. Moreover, it explores contemporary educational innovations such as flipped learning and hybrid teaching models, demonstrating their potential to meet diverse learner needs. The insights provided are aimed at equipping educators, especially within predominantly Albanian-speaking institutions, with practical strategies to enhance the inclusivity and effectiveness of EFL programs at the tertiary level.