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SELECTED PAPERS

from the 1st International Conference on Language Education and Research (LERC2019)

Volume 3 - Issue 3 - December 2019

Latest issue of Journal of Applied Languages and Linguistics

Research Article

TITLE: Technology differentiated instruction on EFL Greek learners’receptive skills

Author: Christina Rapti, Aristotle University of Thessaloniki, Greece

Aristotle University of Thessaloniki, University Campus, 54124, Thessaloniki, Greece
Email: christina.rapti@hotmail.com

Published online: 31 December 2019, pp. 80-94

​​Citation:

Rapti, C. (2019) Technology differentiated instruction on EFL Greek learners’receptive skills, Journal of Applied Languages and Linguistics, 3(3), pp. 80-94

Abstract

Οur classes are not homogeneous in terms of gender, motivation, aptitude, learning strategies, learning styles, language background or level, culture and personality. Considering the increased learner variance and the failure of the ‘one-size-fits-all’ delivery system, technology differentiated instruction seems to be an ideal solution. The study presents a systematic research conducted in a foreign language school in northern Greece. 100 students (A1-A2 level according to the Common European Framework of Reference for Languages), aged 9-11, participated in the research, half of whom received differentiated instruction assisted with technology and constituted the experimental group and the other half, called control group, received traditional, non–differentiated instruction without integrating technology. Data were collected through a needs analysis questionnaire, an interest inventory, a learning style inventory, a pre-, while-, and posttest. Students’ performance was determined through the tests. In addition, experimental students’ performance on listening and reading comprehension was also compared to their age, gender and perceptual learning style. Students’ performance was determined through the receptive skills tests. Findings of the study showed that the experimental group outperformed the control group in terms of their reading and listening scores.


© Applied Language Studies House Publications 2019. All rights reserved.


Keywords: differentiated instruction; technology; EFL classroom ; reading comprehension; listening comprehension

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