The efficiency of differentiation through learning styles and strategies to develop language productive skills

Abstract

Most professors realise that students receive and process information in different ways. The notion of closing the gap between the way teachers teach and the way students learn is absolutely recognised as mandatory. Differentiation appeared as an approach to teaching in which educators actively plan for students' differences so that all students can learn best. Some believe differentiating instruction for different learning styles is a waste of time and money while others have a different perspective. This article will mention studies which used both quantitative and qualitative methods to gather and analyse information. Besides tracking the deficiencies of the differentiation theory and the feasibility of its application, this presentation will discuss the bulk of many studies and the most recent research experiments which emphasised on where and how differentiated instruction could play a very positive role in efficiently producing the English language, in a language class at a higher education institution. The studies revealed that if differentiation is done through integrating learning styles and teaching strategies, students will show higher standards of producing the language at higher institutions. Faculties should invest in oriented differentiation to help improve the level of language production and comprehension.