Differentiated instruction and its impact on students' academic writing skills: Assosa University

Abstract

The study aimed to investigate the impact of differentiated instructional approach on the students' academic writing skills. A pre-posttest quasi-experimental research with a single group interrupted design was employed. Data were obtained through tests, focus group discussion, and reflective journal from 27 third year EFL students who were selected using comprehensive sampling. Side by side with the interventions, three tests were administered to the sample students weekly. The quantitative data were analyzed using one-way repeated measure ANOVA, and the qualitative data were analyzed thematically. The findings revealed that differentiated instruction is effective on students' academic achievement in writing skills. As a result, this study advises that researchers, instructors, and teacher training institutes give careful consideration to how well the current language instruction fits into today's academically diverse classrooms.