مستوى ممارسة معلمي اللغة الإنجليزية لمبادئ التدريس المتمايز

Abstract EN

This study aimed at identifying the extent to which EFL teachers use the principles of differentiated instruction (DI) in their teaching practices from their perspectives and whether their level of practice differ by some of their demographic variables, particularly sex and experience.

an 21-item di measure was developed and administered to a sample of 133 EFL teachers.

the results of the study unveiled that EFL teachers perceived their lelvel of practice of di with a medium level.

no significant difference between male and female teachers in employing di principles.

EFL teachers of less than 5 years of teaching experience enhanced their experiences in their teaching practices better than those of 5 years and above.

the study recommended that EFL teachers' development programs should include seminars, sessions or workshops on di and further research may be geared toward di and its implications in classroom.