Promotion of Differentiated Instruction through a Virtual Learning Environment

Abstract

This qualitative action research intends to analyze the effects of differentiated instruction (di) administered through a virtual learning environment (vle) on students' English learning process. Differentiated instruction is understood as an approach that aims to foster every student's potential by taking into account their level of readiness, learning styles, multiple intelligences and interests. A group of 29 students from a private school participated in this research study. Journals data were analyzed through the use of content analysis and triangulation techniques, using Atlas.ti software. Findings avowed that di through a vle approach (di-vle henceforth) had a positive impact on students' learning process, meeting their needs and increasing their motivation. This study suggests that teachers and researchers in Colombia implement di in their own practices to gain understanding of the advantages and disadvantages of this approach. The field of teaching English as a foreign language cannot be exception. The di approach can constitute a valuable pedagogical alternative for the benefit of students.Keywords differentiated instruction (di); virtual learning environment (vle); english as a foreign language (efl); language learning ResumenEsta investigación-acción cualitativa tiene como objetivo analizar los efectos de la instrucción diferenciada (id) administrada a través de un ambiente de aprendizaje virtual (aav) en el proceso de aprendizaje de los estudiantes de inglés. La instrucción diferenciada se entiende como un abordaje que busca fomentar el potencial de cada estudiante, teniendo en cuenta su nivel de preparación, hábitos de aprendizaje, inteligencias múltiples e intereses. Un grupo de 29 estudiantes de una escuela privada participó en este estudio. Se analizaron los datos de los diarios a través del uso de análisis de contenido y técnicas de triangulación con el software Atlas.ti. Como resultado, el id a través del aav (en adelante id-aav) tuvo un impacto positivo en el proceso de aprendizaje de los estudiantes al conocer sus necesidades y aumentar su motivación. Este estudio sugiere que los profesores e investigadores en Colombia deberían implementar el id en sus propias prácticas para entender las ventajas y desventajas de este método. El campo de estudio del inglés como lengua extranjera no puede ser la excepción. El abordaje de la id puede constituir una alternativa pedagógica valiosa para el beneficio de los estudiantes. Palabras claveinstrucción diferenciada (id); ambiente de aprendizaje virtual (aav); inglés como lengua extranjera; aprendizaje de idiomas 1 Universidad Surcolombiana, Neiva, Colombia. Email: marolyta@hotmail.com 2 Universidad Surcolombiana, Neiva, Colombia. Email: javirodriguez_0701@hotmail.com 3 Universidad Surcolombiana, Neiva, Colombia. Email: leonardo.herrera@usco.edu.co P e d a g ó g i c a N a c i o n a l F a c u l t a d d e H u m a n i d a d e 166 U n i v e r s i d a d ResumoEsta investigação-ação qualitativa visa analisar os efeitos da instrução diferenciada (id) m...

Differentiated Instruction for Efl Classroom

“…Other than the four curriculum elements, differentiation can also be facilitated by modifying the learning environment (Tomlinson, 2001;Vargas-Parra, 2018). It is a factor that the teacher can modify to assist students better.…”

“…Third, it would increase student-teacher engagement because the teacher comes as a facilitator who will guide, help, and facilitate his/her students and pays attention to what the students need along the process (Hung, 2015;Vargas-Parra, 2018). Engagement can be promoted when the students feel that they are accepted as they are.…”

“…When students have the liberty to choose the level of the learning material and how they will learn about it, they will feel comfortable in their learning process. It is an excellent strategy to empower the students by establishing their learning ownership (Hung, 2015;Vargas-Parra, 2018). English assignments, for example, can be given in many options from which students can answer.…”

“…Sixth, differentiated instruction promotes cooperation and collaboration skills (Hung, 2015;Vargas-Parra, 2018). Vargas-Parra (2018) argues that students will be more comfortable working in groups where members of their group have the same level of readiness. They will have less anxiety in performing their tasks because they do not feel nervous as they believe they may all make the same mistakes.…”

“…They will have less anxiety in performing their tasks because they do not feel nervous as they believe they may all make the same mistakes. It is argued that this kind of learning boost the students' confidence and collaborative skills (Hung, 2015;Vargas-Parra, 2018). As collaboration becomes one of the primary 21st-century skills, more English assignments can be directed as group assignments where students can choose their team and decide on the project that the team is interested in, within the scope of the learning content of the instruction.…”