Differentiated Instruction for EFL Students at the University Level: A Systematic Review
Session
Education and Development
Description
This paper examines how university-level English as a Foreign Language (EFL) instruction can be tailored to meet the diverse needs of students with varying English proficiency. English proficiency is crucial in today's global academic landscape, especially when dealing with students from diverse language backgrounds.
We review different strategies and approaches used in differentiated instruction, which are designed to cater to students with varying English proficiency levels. Our review is based on a thorough examination of existing literature, where we assess the effectiveness of these strategies and identify areas for potential improvement.
We also discuss how assessment, personalized learning plans, technology integration, and cultural sensitivity are vital in making differentiated instruction work effectively. Additionally, we explore innovative teaching methods, such as flipped classrooms and blended learning, that show promise in meeting the diverse needs of university students.
The paper also delves into providing constructive feedback and accurate language proficiency assessment within the context of differentiated instruction. Our findings aim to assist educators in universities, particularly those in predominantly Albanian-speaking faculties. We provide insights based on current practices while also identifying areas where further research is needed, with the ultimate goal of creating more inclusive and dynamic learning environments in EFL instruction at the university level.
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-95-6
Location
UBT Lipjan, Kosovo
Start Date
28-10-2023 8:00 AM
End Date
29-10-2023 6:00 PM
DOI
10.33107/ubt-ic.2023.335
Recommended Citation
Thaqi, Lisjeta, "Differentiated Instruction for EFL Students at the University Level: A Systematic Review" (2023). UBT International Conference. 34.
https://knowledgecenter.ubt-uni.net/conference/IC/EDU/34
Differentiated Instruction for EFL Students at the University Level: A Systematic Review
UBT Lipjan, Kosovo
This paper examines how university-level English as a Foreign Language (EFL) instruction can be tailored to meet the diverse needs of students with varying English proficiency. English proficiency is crucial in today's global academic landscape, especially when dealing with students from diverse language backgrounds.
We review different strategies and approaches used in differentiated instruction, which are designed to cater to students with varying English proficiency levels. Our review is based on a thorough examination of existing literature, where we assess the effectiveness of these strategies and identify areas for potential improvement.
We also discuss how assessment, personalized learning plans, technology integration, and cultural sensitivity are vital in making differentiated instruction work effectively. Additionally, we explore innovative teaching methods, such as flipped classrooms and blended learning, that show promise in meeting the diverse needs of university students.
The paper also delves into providing constructive feedback and accurate language proficiency assessment within the context of differentiated instruction. Our findings aim to assist educators in universities, particularly those in predominantly Albanian-speaking faculties. We provide insights based on current practices while also identifying areas where further research is needed, with the ultimate goal of creating more inclusive and dynamic learning environments in EFL instruction at the university level.