DIFFERENTIATED INSTRUCTION IMPLEMENTATION IN ENGLISH LANGUAGE SKILLS DEVELOPMENT COURSES: PERSPECTIVES FROM LECTURERS AND STUDENTS AT HANOI NATIONAL UNIVERSITY OF EDUCATION
Jul 2026· VNU Journal of Foreign Studies· Vol 42, pp. 1-17· 0 citations· 16 references
Abstract
This study explores the implementation of differentiated instruction (DI) in language skills development courses for English majors at Hanoi National University of Education (HNUE). The study adopted a mixed-methods approach, collecting quantitative data through questionnaires with 207 students and 18 lecturers, and qualitative data through classroom observations and semi-structured interviews with selected lecturers. The findings demonstrate that lecturers and students generally perceived DI as necessary; however, its implementation was uneven. In addition, DI implementation was limited to content and process differentiation, while product and learning environment differentiation were less evident. The findings also identify a number of factors that influenced the implementation of DI, including large class sizes, limited lesson duration, rigorous curriculum, learner diversity and other teacher-related factors. The study suggests that a clearer insight into the concept and greater support from the university are required to enhance DI implementation in university English classrooms.
This study explores the experiences of English as a Second Language (ESL) lecturers in implementing the new English language curriculum at Politeknik Pertanian Negeri Samarinda. The research focuses on lecturers’ perceptions of the curriculum, teaching approaches, and challenges encountered in vocational higher education. A qualitative phenomenological approach was employed involving six ESL lecturers selected through purposive sampling. Data were collected through semi-structured online interviews and analyzed using thematic analysis. The findings indicate that lecturers generally perceive the curriculum positively because it promotes communicative learning, learner autonomy, and vocational relevance through English for Specific Purposes (ESP). Lecturers implemented student-centered strategies, modular teaching materials, and technology-based resources to support learning. However, the implementation faced several challenges, including limited instructional time, inadequate training, inconsistent learning materials, students’ low English proficiency, and increased workload. The study implies that effective curriculum implementation requires continuous teacher training, institutional support, improved teaching materials, and sufficient instructional time to enhance English learning outcomes and students’ communicative competence in vocational education.
Suswanto Suswanto, R. Andrea, Puspita Puspita et al.· Alinea: Jurnal Bahasa, Sastr...· 0 citations
English language proficiency is increasingly recognized as an essential skill for academic success and professional advancement in higher education. However, many university students continue to experience difficulties in developing effective communicative competence through traditional credit-based courses alone. This study evaluates the effectiveness of a Non-Credit English Language Course implemented at Mahakavi Devkota Campus, Sunwal, Nepal, to improve students’ language acquisition. The research employed a quasi-experimental mixed-method design involving 25 bachelor-level students. Quantitative data were collected through pre-tests and post-tests, while qualitative insights were obtained through semistructured interviews and document analysis. The evaluation was guided by the CIPP (Context, Input, Process, and Product) model developed by Daniel L. Stufflebeam. The findings indicate that the non-credit course provided a supportive and interactive learning environment that encouraged active participation and practical language use. Students demonstrated improvement in their post-test performance and reported increased confidence in speaking English. The study suggests that supplementary non-credit language programs can serve as an effective complement to traditional language instruction, particularly in community-based higher education institutions where students may have limited exposure to communicative English.
Padam Pandey, Hari Prasad Bashyal, S. Dhakal· Devkota Journal of Interdisc...· 0 citations
This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education.
Keywords: communicative competence; communicative language teaching; elementary education; speaking skills
This study investigates how undergraduate students at a rural South African university experience English-medium instruction delivered through LMS platforms and recommends language-responsive course design, strengthened digital infrastructure, targeted digital literacy support, and inclusive pedagogical approaches to enhance equitable access to online learning.
O. A. Ajani, S. Govender, B. Gamede· World Journal of English Lan...· 0 citations
The rapid shift toward digital transformation and the increasing adoption of educational technology in higher education has highlighted student expectation as a crucial factor to optimize Learning Management Systems (LMS) in blended environments. This study investigates English-major students’ expectations for blended translation learning on LMS at public university in Vietnam. A cross-sectional survey design was employed, utilizing a questionnaire comprising 21 Liker-scale items and one open-ended question distributed to 87 participants. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings reveal that students possessed consistently high expectations across four major dimensions of LMS-integrated translation courses. Ranked in descending order of expectation levels, these dimensions include platform features and course management, learning content and professional translation skills, instructional design, and technical support. The participants particularly envisioned a comprehensive blended learning environment where effective pedagogy, practical course materials, solid technology, and strong support mechanisms merge to deliver engaging and inclusive learning. Based on these empirical insights, the study proposes some useful recommendations for instructional designers and higher education practitioners to refine LMS platform functionality, improve translation pedagogical strategies on blended learning environments and foster more effective and equitable translation education.
N. Dang, Linh Chi Nguyen, V. Ngô· International journal of res...· 0 citations
Content and Language Integrated Learning (CLIL) is a pedagogical approach that aims to increase students’ subject knowledge and English proficiency simultaneously through meaningful classroom interaction. However, despite its increasing popularity in Indonesia, early-career teachers frequently encounter linguistic and pedagogical challenges that affect the quality of CLIL teaching. This study explored the self-reported experiences of 19 early-career teachers in applying CLIL in Indonesian elementary schools. All participants had completed a Medium of Instruction (EMI) elementary teacher education program at a private university in Indonesia, which provides a unique context to study how prior English exposure influences classroom practices. Data were collected using an open-ended questionnaire and were analyzed thematically with a descriptive qualitative approach. The findings suggest that although participants had adequate general English language skills and were confident in daily communication, they still struggled to use subject-specific academic vocabulary and to cope with English-language classroom instructional discourse. The teachers also found it difficult to deal with students with varying levels of English proficiency. Therefore, they used adaptive strategies, such as repetition, reformulation, and first-language (L1) use, to maintain classroom interaction and students' understanding. These findings suggest that successful CLIL implementation depends not only on general English proficiency but also on teachers’ ability to use disciplinary teaching discourse and to flexibly adapt their language to meet students’ needs. The study concludes that pre-service teacher education should go beyond developing general English fluency and provide explicit preparation in CLIL-oriented classroom discourse, subject-specific academic language, and adaptive pedagogical strategies. These findings illuminate the linguistic and pedagogical preparation that is needed by early-career teachers in CLIL classrooms and have implications for the design of teacher education programs in similar EMI and bilingual contexts. Keywords: Content-Language Integrated Learning (CLIL), Early-career Elementary Teachers, Disciplinary Academic Language, English-Medium Instruction, Teacher Preparation
Risa Fitria, Ika Kana Trisnawati, R. Estillomo et al.· Pedagogy Review· 0 citations
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