The relationship between differentiated instruction and learner levels of engagement at university

Abstract

PurposeThe aim of this paper is to explore the importance of individual learner differences and the effect differentiated instruction (DI) has on learners' levels of engagement.Design/methodology/approachThe author carried out this research using a small-scale action research (AR) study.FindingsThe findings suggest that in acknowledging and responding to individual learner differences, especially interests, levels of learner engagement are positively affected.Research limitations/implicationsThis study’s key limitations were sample size, short-term study and potential teacher as researcher bias.Practical implicationsRecommendations were made for a further longitudinal study into the relationship between DI and language learner levels of engagement at University. An additional study into DI that looksbeyond language learning at HE, could add value to pedagogic approaches, which could make courses of greater intrinsic value to its students.Originality/valueThis research study aims to help fill a gap in the literature on the application of DI, as well as a unique perspective into its effect on learner engagement within a university context.