DIFFERENTIATED INSTRUCTIONS: UTILISING TIERED ACTIVITES IN EFL CLASSES

Abstract

The article focus on the importance of differentiating instructions as well as tiering the tasks in EFL classes appropriately. The empirical research shows that there is a gap in implementing the elements of differentiated instructions (DI) in practice and many educators have a lack of knowledge or experience to utilize tiering activities in their classes. The article provides key information and elements of tiered activities based on empirical research and literature reviews.

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DOI

10.69617/uzmu.v1i1.4.2010

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