Primary-School EFL Students' Perceptions of Technology-Enhanced Differentiated Instruction: A Small-Scale Exploratory Study
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Authors
Annamária Kótay-Nagy, ELTE Eötvös Loránd University, Budapest, Hungary
Issue Date
2023
Type
Working Paper
Language
Keywords
Alternative Title
Abstract
Recent years have seen growing interest in the notion of technology-enhanced differentiated instruction (TEDI) and its implementation in teaching English as a foreign language (EFL). How EFL students perceive TEDI, however, is relatively under-explored. The aim of this small-scale study was to investigate students' perceptions of TEDI, i.e., the extent to which students perceive that the use of technology in the EFL lessons responds to their readiness, interests and learning profiles. Relations between these perceptions and students' motivation, language learning experience and self-efficacy beliefs were also investigated. A questionnaire was administered to 37 students at a primary school in Hungary. The questionnaire constructs proved to be reliable, each having a Cronbach's alpha value above 0.60. Results suggest that students perceive TEDI as responsive to their individual needs, particularly in the dimensions of learning profile-based and readiness-based differentiation. Furthermore, it was observed that perceptions of learning profile-based TEDI had a weak positive correlation with students' language learning experience and motivated learning behavior, while perceptions of readiness-based TEDI seemed to have a moderate positive impact on selfefficacy beliefs. Administering the instrument to a larger sample and triangulating findings will be important in validating the results of this study and in further exploring how technology may foster meaningful language learning opportunities for all.
Description
Citation
Publisher
Hawaii Pacific University
License
Journal
TESOL Working Paper Series
Volume
21
Issue
PubMed ID
DOI
ISSN
2573-1467