Author(s): El khdar Abdelmoula, Rguibi Samira, Bouziane Abdelmajid

Abstract: The current study examines the effects of Differentiated Instruction (DI) on the reading skill in the EFL class (2nd Baccalaureate, Arts-stream) in one High School in Morocco. One EFL class was taught a reading comprehension lesson in the traditional one-size-fits-all mode and later in the differentiated one. The teacher observed for this study modified the reading instruction based on students’ interests. The study investigated interest grouping as a DI reading strategy used to differentiate the reading instruction. Students were surveyed after the implementation of DI methodology to measure its impact on their engagement in the reading area. This study followed a case-study design, with in-depth analysis of the researcher’s own observation and students’ interviews. The method was very informative in identifying students’ needs in reading. It also provided the teacher with insights while planning for effective ways to cater for students’ needs. A qualitative survey of students’ attitudes was also necessary to delve deeper into the human dimensions of DI’s impact on the learners’ performance and engagement.

Keywords: Differentiated Instruction, EFL Class, Reading Comprehension, Interest Grouping.

DOI: 10.22161/ijels.46.38