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Farklılaştırılmış Öğretimin Yabancı Dil Olarak İngilizce Öğrenme Üzerindeki Etkisi: Bir Meta-Analiz Çalışması

Yıl 2025, Cilt: 14 Sayı: 4, 797 - 810

Murat Salman , Cenk Akay

Öz

Araştırmanın amacı, farklılaştırılmış öğretim uygulamalarının yabancı dil olarak İngilizce (EFL) öğrenme başarısı üzerindeki etkisini incelemektir. Bu amaç doğrultusunda, farklılaştırılmış öğretimin deney ve kontrol gruplarının İngilizce öğrenme başarısı üzerindeki etkisini araştıran deneysel çalışmalar seçilmiştir. Bu çalışmalardan elde edilen nicel veriler kullanılarak her çalışmanın etki büyüklüğü hesaplanmıştır. Genel etki büyüklüğünü hesaplamak için eğitim bilimlerinde sıkça kullanılan meta-analiz yöntemi belirlenmiştir. Meta-analiz kapsamında ilgili araştırmalara ulaşabilmek için Scopus, Science Direct, ERIC, Taylor & Francis, JSTOR, SAGE, SpringerLink ve Google Scholar veri tabanları kullanılmıştır. Anahtar kelimeler bu veri tabanlarına girilerek, 2014-2024 yılları arasında yayınlanmış konu ile ilgili 334 çalışma elde edilmiş ve incelenmiştir. Yapılan inceleme sonucunda, dahil etme kriterlerini karşılayan 18 deneysel makale belirlenmiş ve bu meta-analiz çalışmaya dahil edilmiştir. Araştırmada moderatör olarak dil becerisi, eğitim kademesi, bölge, deney süresi ve örneklem büyüklüğü belirlenmiştir. Araştırmanın sonuçları, farklılaştırılmış öğretim uygulamalarının İngilizce öğrenme başarısı üzerinde deney grubu lehine oldukça büyük düzeyde bir etkiye (d=1.584) sahip olduğunu göstermiştir. Yapılan moderatör analizi sonucu; çalışma için belirlenen dil becerisinin (okuma, dinleme, gramer, karma), çalışma grubunun eğitim kademesinin (ilkokul, ortaokul, lise, üniversite, karma), çalışma süresinin (1-9 hafta, 10 hafta ve üzeri), çalışmanın yapıldığı bölgenin (Asya, Afrika) ve örneklem büyüklüğünün (50’ye kadar, 50 ve üstü) farklılaştırılmış öğretim uygulamalarının EFL başarısı üzerindeki etki büyüklüğünü değiştirdiğini ortaya koymuştur.

Anahtar Kelimeler

Farklılaştırılmış öğretim dil öğrenme İngilizce öğretimi öğrenme başarısı meta-analiz yöntemi

Kaynakça

  • Aikaterini, T. A. & Makrina, Z. (2022). Differentiated Instruction and Portfolio Assessment: Motivating Young Greek-Romani Students in the English Class. World Journal of English Language, Vol. 12, No. 1; 2022, http://wjel.sciedupress.com. DOI: https://doi.org/10.5430/wjel.v12n1p258
  • Alavinia, P. & Farhady, S. (2012). Using Differentiated Instruction to Teach Vocabulary in Mixed Ability Classes with a Focus on Multiple Intelligences and Learning Styles. International Journal of Applied Science and Technology Vol. 2 No. 4; April 2012
  • Aliakbari, M. & Khales Haghighi, J. (2014). Impact of Differentiated Instruction Strategies and Traditional-Based Instruction on the Reading Comprehension of Iranian EFL Students. Journal of Research in Applied Linguistics, 5(1), 109-129.
  • AlShareef, F. (2015). The Effectiveness of Differentiated instruction in Developing EFL Listening Comprehension Skills and Creative Thinking among Third Secondary Students. DOI: https://doi.org/10.21608/jsre.2015.31521
  • AM, M. A., Hadi, S., Istiyono, E., & Retnawati, H. (2023). Does differentiated instruction affect learning outcome? Systematic review and meta-analysis. Journal of Pedagogical Research,7(5),18-33. https://doi.org/10.33902/JPR.202322021
  • Anderson, K. M. (2007). Differentiating instruction to include all students. Preventing School Failure. 51(3), 49-54. DOI: 10.3200/PSFL.51.3.49-54
  • Arslanhan, Ş. & Sözer, M. A. (2020). Farklılaştırılmış Öğretim Yaklaşımının Öğrencilerin Akademik Başarılarına Etkisi: Bir Meta-analiz Çalışması. Uluslararası Sosyal Araştırmalar Dergisi / The Journal of International Social Research Cilt: 13 Sayı: 69 Mart 2020 & Volume: 13 Issue: 69 March 2020. Doi Number: http://dx.doi.org/10.17719/jisr.2020.4005
  • Azimah, I. & Sujannah, W. D. (2024). The Effect of Differentiated Learning on EFL Students’ Reading Skills. Didaktika: Jurnal Kependidikan, Vol. 13, No. 1, Februari 2024 DOI: https://doi.org/10.58230/27454312.473
  • Aziz, K. I. H. and Andanty, F. D. (2024). Differentiated Learning Instruction in the Cultural Studies Classroom: EFL Students’ Experiences. Journal of English for Academic and Specific Purposes Volume 7 Number 1 June, 2024 (65 – 75) DOI: https://doi.org/10.18860/jeasp.v7i1.26781
  • Badawy, W. M. E. (2024). The Impact of Using a Differentiated Instruction-Based Program on Developing Egyptian EFL Preparatory School Students’ Oral Reading Fluency. Inf. Sci. Lett. 13, No. 3, 559-572 (2024) DOI: 10.18576/isl/130309
  • Bahgat, R. M., Shehata, G. M., Ali, A. B. & Salem, M. H. (2019). The Effect of Differentiated Instruction on Developing English Reading Comprehension Skill of Sixth Graders. DOI:10.21608/maeq.2019.14097
  • Begg CB, Mazumdar M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics. 1994 Dec;50(4):1088-101. PMID: 7786990.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. ve Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. ve Rothstein, H. R. (2013). Meta-analize giriş (S. Dinçer, Çev.). Ankara: Anı Yayıncılık.
  • Chan, T. & Wong, A. (2022). Effectiveness of Implementing Differentiated Instruction in the English for Specific Purposes Classroom in Hong Kong. Proceedings of the World Conference on Education and Teaching Vol. 1, Issue. 1, 2022, pp. 55-71 DOI: https://doi.org/10.33422/etconf.v1i1.62
  • Chandio, N. (2022). Exploring the Effects of Differentiated Instruction on the Comprehension Skills of Students in the English at the Secondary Level. International "Journal of Academic Research for Humanities", 2(4), 51–59. Retrieved from https://jar.bwo-researches.com/index.php/jarh/article/view/122
  • Chenail, R. J. (2011). Learning to Appraise the Quality of Qualitative Research Articles: A Contextualized Learning Object for Constructing Knowledge. The Qualitative Report, 16(1), 236-248. https://doi.org/ 10.46743/2160-3715/2011.1049
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). New York: Lawrence Erlbaum Associates.
  • Cooper, H., Hedges, L. V. ve Valentine, J. C. (2009). The handbook of research synthesis and meta-analysis (2. bs.). New York: Russell Sage Publication.
  • Duval, S., & Tweedie, R. (2000). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455–463. https://doi.org/10.1111/j.0006-341x.2000.00455.x
  • Egger, M., Davey Smith, G., Schneider, M., & Minder, C. (1997). Egger M, Smith GD, Schneider M, Minder CBias in meta-analysis detected by a simple, graphical test. BMJ 315: 629-634. BMJ (Clinical Research Ed.), 315, 629–634. https://doi.org/10.1136/bmj.315.7109.629
  • Eid Saleh, A. H. A. (2021). The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills. Journal of Research and Innovation in Language, ISSN (Online): 2685-3906, ISSN (Print): 2685-0818 DOI: https://doi.org/10.31849/reila.v3i2.6816 Vol. 3, No. 2, August 2021, pp. 135-145
  • El Dabr, R. E. (2021). Developing Preparatory Stage Students’ EFL Listening Skills Through Learning Styles Based Differentiated Instruction. Journal of Faculty of Education, No (127) July, Part (2), 2021. Retrieved from search.shamaa.org
  • Fathy Salama, A. F. (2022). Utilizing A Differentiated Instruction Based Program to Develop EFL Preparatory Stage Students ' Reading Comprehension Skills and Self- Efficacy. DOI:10.21608/mrk.2022.276601
  • Grain, H., M., J., S., Neamah, N., R., Al-gburi, G., Abduzahra, A., T., Hassan, A., Y., Kadhim, A., J., Obaid, A., A., Yahea, S., A. (2022). Differentiated Instructions effect on Academic Achievements of Level 2 English Students. A Case on Iraq Public Sectors Universities. Eurasian Journal of Applied Linguistics, 8(2), 87-95. http://dx.doi.org/10.32601/ejal.911544
  • Hedges, L. V., & Olkin, I. (1985). Statistical Methods for Meta-Analysis. Academic Press.
  • Howard, M. C. & Davis, M. M. (2023). A Meta analysis of augmented reality programs for education and training. Virtual Reality (2023) 27:2871–2894 https://doi.org/10.1007/s10055-023-00844-6
  • Kış, A. (2013). Okul müdürlerinin öğretimsel liderlik davranışlarını gösterme düzeylerine ilişkin yönetici ve öğretmen görüşlerine yönelik bir meta-analiz (Yayımlanmamış doktora tezi). İnönü Üniversitesi, Erzurum.
  • Kotob, M. M. & Abadi, M. A. (2019). The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms. International Linguistics Research; Vol. 2, No. 2; 2019 ISSN 2576-2974 E-ISSN 2576-2982 https://doi.org/10.30560/ilr.v2n2p8.
  • Magableh, I. S. I., & Abdullah, A. (2020). On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students’ Overall Achievement. International Journal of Instruction, 13(2), 533-548. https://doi.org/10.29333/iji.2020.13237a
  • Magableh, I., & Abdullah., A. (2020). The Effect of Differentiated Instruction on EFL Learners: Teachers’ Perspective. International Journal of Academic Research in Business and Social Sciences, 10(5), 626–641. DOI:10.6007/IJARBSS/v10-i5/7235
  • Magableh, I., & Abdullah., A. (2021). The Impact of Differentiated Instruction on Students’ Reading Comprehension Attainment in Mixed Ability Classrooms. Interchange (2021) 52:255–272 https://doi.org/10.1007/s10780-021-09427-3
  • Majdalani, G. W. (2019). The Impact of Blended Differentiated Instruction on Critical Reading Skills in Middle School English as a Second Language Classrooms. American Academic & Scholarly Research Journal, ISSN 2162-3228, Vol 11, No 4, Aug 2019.
  • Maruf, N. (2023). the Interplay of Teachers’ Beliefs, Attitudes, and the Implementation of Differentiated Instruction in Indonesian Efl Contexts. English Review: Journal of English Education, 11(2), 357–364. https://doi.org/10.25134/erjee.v11i2.7251
  • Massaad, M. & Chaker, L. Y. A. (2020). Effectiveness of Differentiated Instruction in Business English: The Lebanese Higher Education. International Journal of English Literature and Social Sciences, 5(3) May-Jun 2020 |Available online: https://ijels.com/
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The Effects of Differentiated Instruction (DI) on EFL Learning: A Meta-Analysis Study

Yıl 2025, Cilt: 14 Sayı: 4, 797 - 810

Murat Salman , Cenk Akay

Öz

The aim of this study is to examine the effect of differentiated instruction (DI) practices on EFL learning achievement. In accordance with this purpose, experimental studies investigating the effect of DI on EFL learning achievement of experimental and control groups were selected. The effect size of each study was calculated using the quantitative data obtained from these studies. In order to calculate the overall effect size, the meta-analysis method frequently used in educational sciences was determined. Scopus, Science Direct, ERIC, Taylor & Francis, JSTOR, SAGE, SpringerLink and Google Scholar databases were used to access the relevant studies within the scope of meta-analysis. By entering keywords into these databases, 334 studies on the subject published between 2014 and 2024 were obtained and analyzed. As a result of the review, 18 experimental articles that met the inclusion criteria were chosen and included in this meta-analysis. Language skill, education level, region, duration and sample of the studies were determined as moderators. The results showed that DI practices had a significant effect on EFL learning achievement in favor of the experimental group (d=1.584). Also, the results of the moderator analysis revealed that the language skill (reading, listening, grammar, mixed), education level of the study groups (primary school, secondary school, high school, university, mixed), the duration of the studies (1-9 weeks, 10 weeks or more), the region (Asia, Africa) and the sample sizes (over 50, up to 50) changed the effect size of DI on EFL learning achievement.

Anahtar Kelimeler

Differentiated instruction language learning learning English learning achievement meta-analysis

Kaynakça

  • Aikaterini, T. A. & Makrina, Z. (2022). Differentiated Instruction and Portfolio Assessment: Motivating Young Greek-Romani Students in the English Class. World Journal of English Language, Vol. 12, No. 1; 2022, http://wjel.sciedupress.com. DOI: https://doi.org/10.5430/wjel.v12n1p258
  • Alavinia, P. & Farhady, S. (2012). Using Differentiated Instruction to Teach Vocabulary in Mixed Ability Classes with a Focus on Multiple Intelligences and Learning Styles. International Journal of Applied Science and Technology Vol. 2 No. 4; April 2012
  • Aliakbari, M. & Khales Haghighi, J. (2014). Impact of Differentiated Instruction Strategies and Traditional-Based Instruction on the Reading Comprehension of Iranian EFL Students. Journal of Research in Applied Linguistics, 5(1), 109-129.
  • AlShareef, F. (2015). The Effectiveness of Differentiated instruction in Developing EFL Listening Comprehension Skills and Creative Thinking among Third Secondary Students. DOI: https://doi.org/10.21608/jsre.2015.31521
  • AM, M. A., Hadi, S., Istiyono, E., & Retnawati, H. (2023). Does differentiated instruction affect learning outcome? Systematic review and meta-analysis. Journal of Pedagogical Research,7(5),18-33. https://doi.org/10.33902/JPR.202322021
  • Anderson, K. M. (2007). Differentiating instruction to include all students. Preventing School Failure. 51(3), 49-54. DOI: 10.3200/PSFL.51.3.49-54
  • Arslanhan, Ş. & Sözer, M. A. (2020). Farklılaştırılmış Öğretim Yaklaşımının Öğrencilerin Akademik Başarılarına Etkisi: Bir Meta-analiz Çalışması. Uluslararası Sosyal Araştırmalar Dergisi / The Journal of International Social Research Cilt: 13 Sayı: 69 Mart 2020 & Volume: 13 Issue: 69 March 2020. Doi Number: http://dx.doi.org/10.17719/jisr.2020.4005
  • Azimah, I. & Sujannah, W. D. (2024). The Effect of Differentiated Learning on EFL Students’ Reading Skills. Didaktika: Jurnal Kependidikan, Vol. 13, No. 1, Februari 2024 DOI: https://doi.org/10.58230/27454312.473
  • Aziz, K. I. H. and Andanty, F. D. (2024). Differentiated Learning Instruction in the Cultural Studies Classroom: EFL Students’ Experiences. Journal of English for Academic and Specific Purposes Volume 7 Number 1 June, 2024 (65 – 75) DOI: https://doi.org/10.18860/jeasp.v7i1.26781
  • Badawy, W. M. E. (2024). The Impact of Using a Differentiated Instruction-Based Program on Developing Egyptian EFL Preparatory School Students’ Oral Reading Fluency. Inf. Sci. Lett. 13, No. 3, 559-572 (2024) DOI: 10.18576/isl/130309
  • Bahgat, R. M., Shehata, G. M., Ali, A. B. & Salem, M. H. (2019). The Effect of Differentiated Instruction on Developing English Reading Comprehension Skill of Sixth Graders. DOI:10.21608/maeq.2019.14097
  • Begg CB, Mazumdar M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics. 1994 Dec;50(4):1088-101. PMID: 7786990.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. ve Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. ve Rothstein, H. R. (2013). Meta-analize giriş (S. Dinçer, Çev.). Ankara: Anı Yayıncılık.
  • Chan, T. & Wong, A. (2022). Effectiveness of Implementing Differentiated Instruction in the English for Specific Purposes Classroom in Hong Kong. Proceedings of the World Conference on Education and Teaching Vol. 1, Issue. 1, 2022, pp. 55-71 DOI: https://doi.org/10.33422/etconf.v1i1.62
  • Chandio, N. (2022). Exploring the Effects of Differentiated Instruction on the Comprehension Skills of Students in the English at the Secondary Level. International "Journal of Academic Research for Humanities", 2(4), 51–59. Retrieved from https://jar.bwo-researches.com/index.php/jarh/article/view/122
  • Chenail, R. J. (2011). Learning to Appraise the Quality of Qualitative Research Articles: A Contextualized Learning Object for Constructing Knowledge. The Qualitative Report, 16(1), 236-248. https://doi.org/ 10.46743/2160-3715/2011.1049
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). New York: Lawrence Erlbaum Associates.
  • Cooper, H., Hedges, L. V. ve Valentine, J. C. (2009). The handbook of research synthesis and meta-analysis (2. bs.). New York: Russell Sage Publication.
  • Duval, S., & Tweedie, R. (2000). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455–463. https://doi.org/10.1111/j.0006-341x.2000.00455.x
  • Egger, M., Davey Smith, G., Schneider, M., & Minder, C. (1997). Egger M, Smith GD, Schneider M, Minder CBias in meta-analysis detected by a simple, graphical test. BMJ 315: 629-634. BMJ (Clinical Research Ed.), 315, 629–634. https://doi.org/10.1136/bmj.315.7109.629
  • Eid Saleh, A. H. A. (2021). The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills. Journal of Research and Innovation in Language, ISSN (Online): 2685-3906, ISSN (Print): 2685-0818 DOI: https://doi.org/10.31849/reila.v3i2.6816 Vol. 3, No. 2, August 2021, pp. 135-145
  • El Dabr, R. E. (2021). Developing Preparatory Stage Students’ EFL Listening Skills Through Learning Styles Based Differentiated Instruction. Journal of Faculty of Education, No (127) July, Part (2), 2021. Retrieved from search.shamaa.org
  • Fathy Salama, A. F. (2022). Utilizing A Differentiated Instruction Based Program to Develop EFL Preparatory Stage Students ' Reading Comprehension Skills and Self- Efficacy. DOI:10.21608/mrk.2022.276601
  • Grain, H., M., J., S., Neamah, N., R., Al-gburi, G., Abduzahra, A., T., Hassan, A., Y., Kadhim, A., J., Obaid, A., A., Yahea, S., A. (2022). Differentiated Instructions effect on Academic Achievements of Level 2 English Students. A Case on Iraq Public Sectors Universities. Eurasian Journal of Applied Linguistics, 8(2), 87-95. http://dx.doi.org/10.32601/ejal.911544
  • Hedges, L. V., & Olkin, I. (1985). Statistical Methods for Meta-Analysis. Academic Press.
  • Howard, M. C. & Davis, M. M. (2023). A Meta analysis of augmented reality programs for education and training. Virtual Reality (2023) 27:2871–2894 https://doi.org/10.1007/s10055-023-00844-6
  • Kış, A. (2013). Okul müdürlerinin öğretimsel liderlik davranışlarını gösterme düzeylerine ilişkin yönetici ve öğretmen görüşlerine yönelik bir meta-analiz (Yayımlanmamış doktora tezi). İnönü Üniversitesi, Erzurum.
  • Kotob, M. M. & Abadi, M. A. (2019). The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms. International Linguistics Research; Vol. 2, No. 2; 2019 ISSN 2576-2974 E-ISSN 2576-2982 https://doi.org/10.30560/ilr.v2n2p8.
  • Magableh, I. S. I., & Abdullah, A. (2020). On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students’ Overall Achievement. International Journal of Instruction, 13(2), 533-548. https://doi.org/10.29333/iji.2020.13237a
  • Magableh, I., & Abdullah., A. (2020). The Effect of Differentiated Instruction on EFL Learners: Teachers’ Perspective. International Journal of Academic Research in Business and Social Sciences, 10(5), 626–641. DOI:10.6007/IJARBSS/v10-i5/7235
  • Magableh, I., & Abdullah., A. (2021). The Impact of Differentiated Instruction on Students’ Reading Comprehension Attainment in Mixed Ability Classrooms. Interchange (2021) 52:255–272 https://doi.org/10.1007/s10780-021-09427-3
  • Majdalani, G. W. (2019). The Impact of Blended Differentiated Instruction on Critical Reading Skills in Middle School English as a Second Language Classrooms. American Academic & Scholarly Research Journal, ISSN 2162-3228, Vol 11, No 4, Aug 2019.
  • Maruf, N. (2023). the Interplay of Teachers’ Beliefs, Attitudes, and the Implementation of Differentiated Instruction in Indonesian Efl Contexts. English Review: Journal of English Education, 11(2), 357–364. https://doi.org/10.25134/erjee.v11i2.7251
  • Massaad, M. & Chaker, L. Y. A. (2020). Effectiveness of Differentiated Instruction in Business English: The Lebanese Higher Education. International Journal of English Literature and Social Sciences, 5(3) May-Jun 2020 |Available online: https://ijels.com/
  • Matra, S. D. (2014). Teacher questioning in classroom interaction. Celt: A Journal of Culture, English Language Teaching & Literature, 14(1), 82.
  • Mehany, A.A. (2022). Differentiated instruction to develop Al-Azhar students‟ writing fluency. International Research Journal of Science, Technology, Education, and Management, 2(1), 26-38. https://doi.org/10.5281/zenodo.6496744
  • Melka Y. & Jatta I. (2022). Study the Effects of Differentiated Instruction on English Grammar Teaching in Ethiopia. Razvitie obrazovaniya = Development of education, 5(3), 19-31. DOI 10.31483/r-103546.
  • Miles, B. M. & Huberman, M. A. (2016). Qualitative data analysis (Translate Editors: S. Akbaba Altun ve A. Ersoy). Ankara: Pegem Akademi. (2. Baskıdan Çeviri)
  • Naka, L. (2018). Differentiated instruction in English Foreign Language learning in undergraduate studies. Journal of Literature, Languages and Linguistics ISSN 2422-8435 An International Peer-reviewed Journal Vol.42, 2018
  • Njagi, M. W. (2015). The Effects of Differentiated Instruction on Students Achievement in Mathematics by Gender in Secondary Schools in Meru County in Kenya. International Journal of Education and Research, 3(3), 377-386.
  • Ojong, A. S. (2023). Unraveling the Efficacy of Differentiated Instruction in Enhancing Second Language Acquisition: A Comprehensive Review and Future Directions. International Journal of Linguistics, Literature and Translation IJLLT ISSN: 2617-0299 (Online); ISSN: 2708-0099 (Print)
  • Palieraki, S., & Koutrouba, K. (2021). Differentiated instruction in information and communications technology teaching and effective learning in primary education. European Journal of Educational Research, 10(3), 1487-1504. https://doi.org/10.12973/eu-jer.10.3.1487
  • Pasubillo, M. A. C. & Asio, J. M. R. (2023). Virtual Differentiated Instructions: Effects on English Language Proficiency of Grade 9 Students. Contemporary Journal of Applied Sciences (CJAS) Vol. 1, No. 2, 2023: 103-114 https://doi.org/10.55927/cjas.v1i2.8255
  • Purnamaningwulan, R. A. (2024). Evaluating the Efficacy of Differentiated Instruction in EFL Speaking Classes: A Classroom Action Research Study. Vol. 8, No. 1; April 2024 E-ISSN 2579-7484 Pages 186-196 DOI: http://dx.doi.org/10.29408/veles.v8i1.25635
  • Sapan, M & Mede, E. (2022). The Effects of Differentiated Instruction (DI) on Achievement, Motivation, and Autonomy among English Learners. Iranian Journal of Language Teaching Research 10(1), (Jan., 2022) 127-144 Doi:10.30466/ijltr.2022.121125
  • Seidler, A. L., Hunter, K. E., Cheyne, S., Ghersi, D., Berlin, J. A., & Askie, L. (2019). A guide to prospective meta-analysis. The BMJ, 367, l5342. https://doi.org/10.1136/bmj.l5342
  • Shehata, M. G. M. (2019). Using a Differentiated Instruction Based Program for Enhancing Elementary School EFL Sixth Graders' Reading Comprehension Skills and Reading Engagement. DOI: 10.21608/mathj.2019.81313
  • Smale-Jacobse AE, Meijer A, Helms-Lorenz M & Maulana R (2019) Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Front. Psychol. 10:2366. doi: 10.3389/fpsyg.2019.02366
  • Suwastini, N. K., Rinawati, N K., Jayantini, G. A. & Dantes, G. R. (2021). Differentiated Instruction Across EFL Classrooms: A Conceptual Review. TELL-US Journal, Vol. 7, Issue 1, March 2021., P-ISSN: 2442-7608; E-ISSN: 2502-7468 DOI: https://doi.org/10.22202/tus.2021.v7i1.4719
  • Şaban, C. (2020). The Implementation of Differentiated Instruction in Higher Education EFL Classrooms. Published doctoral thesis, January 2020.
  • Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. & Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted. Vol. 27, No. 2/3, 2003, pp. 119–145. https://doi.org/10.1177/016235320302700203
  • Uzair-ul-hassan, M., Kazim, B., & Parveen, I. (2019). Teachers ' Practices of Differentiated Instructions, Fair Interactions and Fair Assessment of Students in Sargodha. Journal of Educational Sciences & Research, 6(1), 47-62.
  • Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17-26. https://doi.org/10.1016/j.stueduc.2015.02.005
  • Yavuz, A. C. (2020). The effects of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions. Eurasian Journal of Applied Linguistics, 6(2), 313-335. https://doi.org/10.32601/ejal.776002
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Öğretim Tasarımı
Bölüm Araştırma Makalesi
Yazarlar

Murat Salman 0000-0001-6879-2815

Cenk Akay 0000-0001-9892-6255

Erken Görünüm Tarihi 25 Kasım 2025
Yayımlanma Tarihi 26 Kasım 2025
Gönderilme Tarihi 22 Ocak 2025
Kabul Tarihi 7 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 14 Sayı: 4

Kaynak Göster

APA Salman, M., & Akay, C. (2025). Farklılaştırılmış Öğretimin Yabancı Dil Olarak İngilizce Öğrenme Üzerindeki Etkisi: Bir Meta-Analiz Çalışması. Cumhuriyet Uluslararası Eğitim Dergisi, 14(4), 797-810. https://doi.org/10.30703/cije.1624608
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e-ISSN: 2147-1606