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Understanding Differentiated Instruction (DI): Practices and Challenges in the EFL Classroom in Morocco

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  • Abdelmoula El khdar, phd.

    (Sultan Moulay Slimane University, Faculté Polydisciplinaire de Khouribga, Morocco)

Abstract

Several studies have documented the significance of Differentiated Instruction (DI) and its positive impact on students with diverse learning needs. However, there is a notable dearth of academic research focusing on DI in the Moroccan context, specifically within the English as a Foreign Language (EFL) classroom. This qualitative study aims to (i) investigate the DI practices of Moroccan EFL teachers at the secondary education level, and (ii) explore the challenges they encounter. Data were collected through focus group (FG) discussions, which were subsequently coded, analyzed, and interpreted using thematic analysis. The principal findings revealed that Moroccan EFL teachers implement randomized forms of differentiation, often without a clear understanding of DI. They also face a number of challenges. Therefore, it is imperative that pre-service and in-service training programs incorporate DI components to equip teachers with the necessary pedagogical tools to effectively address the complex issue of heterogeneity in English language classes.

Suggested Citation

  • Abdelmoula El khdar, phd., 2024. "Understanding Differentiated Instruction (DI): Practices and Challenges in the EFL Classroom in Morocco," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(8), pages 3122-3130, August.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:8:p:3122-3130
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