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Exploring the Effects of Differentiated Instruction on Motivation and Collaboration in Iranian Pre-intermediate EFL Classrooms: A Mixed-Methods Quasi-Experimental Study | ||
| پژوهش‌های زبان‌شناسی: نظریه و کاربرد | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 31 تیر 1404 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jls.2025.143436.1237 | ||
| نویسندگان | ||
| Sahar Rezaei1؛ Hossein Siahpoosh* 2؛ Mehran Davaribina2 | ||
| 1PhD Candidate, Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran | ||
| 2Assistant Professor, Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran | ||
| چکیده | ||
| This mixed-methods quasi-experimental study investigated the effects of differentiated instruction (DI) on EFL learners’ motivation and collaboration. DI, a learner-centered approach, tailors instructional strategies to accommodate diverse learner needs, preferences, and abilities. The study gathered data from 120 female pre-intermediate learners. They were divided into an experimental group, who received DI-based instruction and a control group, who were taught through traditional methods. Quantitative data were collected through Motivation questionnaire (Adopted from Jones, 2009) and Collaboration questionnaire (Adapted from Ghavifekr, 2020), which were administered as pretest and postest. Qualitative data were gathered through semi-structured interviews. Results of the Mann-Whitney U test revealed that DI enhanced learners’ motivation through boosting their engagement, confidence in success, and perceived relevance of class activities to their learning goals. The interventions also fostered their collaborative skills by promoting their effective teamwork, problem-solving abilities, and knowledge exchange. Thematic analysis of qualitative data further highlighted how learners perceived DI fostered a more engaging and interactive learning environment. | ||
| کلیدواژه‌ها | ||
| Collaborative learning؛ EFL Learners؛ Motivational factors؛ Pedagogical differentiation | ||
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