Article

A RESEARCH ON HOW STUDENTS PERCEIVE DIFFERENTIATED INSTRUCTION WHEN IT COMES TO LEARNING ENGLISH GRAMMAR IN INSTITUTIONS THAT DO NOT SPECIALIZE IN LINGUISTICS

Abulkhayirov Doston Fayzullo ugliSamarkand Economy and Service Institute "Teaching Language" department, teacherAkramov Hayotjon Golib ugliSamarkand Institute of Economy and Service, student

Zenodo (CERN European Organization for Nuclear Research)repository2023en

ABI

Abstract

<em>Differentiated instruction has been hardly recognized and/or used in the local EFL class. Thus, the purpose of this study was to explore high school students’ perception of differentiated instruction as translated into classroom practices through flexible grouping, tiered activities, anchored activities, scaffolding techniques in learning English grammar. The findings further revealed that learning via differentiated instruction provided students time to think and complete activities at their own pace and time. Overall, the study concluded that students had favorable perceptions of differentiated instruction in learning English grammar and suggested that making flexible use of differentiated EFL class.</em>

Topics

Second Language Acquisition and Learning

Identifiers

DOI: 10.5281/zenodo.8044748

Citations and references

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