Differentiated instruction (di) strategies to improve the receptive language skills in multilevel english classrooms at the first level of the pedagogy of national and foreign languages major
No Thumbnail Available
Date
2026
Journal Title
Journal ISSN
Volume Title
Publisher
PUCE - Ibarra
Abstract
This study investigated the impact of Differentiated Instruction strategies for developing receptive listening and reading skills in multi-level English classrooms at the first level of the National and Foreign Languages Pedagogy program at PUCE-Ibarra. The study, based on an up-to-date review of the literature, including theories of Differentiated Instruction, Universal Design for Learning (UDL), and models of top-down and bottom-up cognitive processing, indicated a clear need for pedagogical strategies addressing different levels, interests, and learning paces of students. The study aimed to analyze the impact of strategies adapted to the classroom context, according to three specific objectives. These practices included the analysis of theoretical and empirical literature on differentiated instruction, the diagnosis of students’ needs and performance, and the analysis of the results of the application of differentiated strategies in the classroom. To reach these objectives the study employed a mixed methods design. The design included surveys with closed and open-ended questions, structured observation checklists and was applied to 24 students in real classroom settings. The results show that students consider classroom heterogeneity as an important factor in their learning and appreciate activities adapted to their level. Classroom observations identified real strengths in assessment and feedback but also showed a lack of consistent application of differentiated strategies, particularly in listening. Taking these results into account, a pedagogical guide was prepared with level differentiated activities to enhance the listening and reading comprehension skills of the less participating students. Overall, this study provides relevant evidence about the effectiveness of Differentiated Instruction in multi-level classrooms and lays the foundation for future research on the effects of Differentiated Instruction on other skills of the English language and in other educational contexts.
Description
Keywords
Differentiated Instruction, English Language Teaching, Reading and Listening Comprehension