Implementation of and challenges in differentiated L2 language instruction: A systematic literature review (2014-2023)
DOI:
https://doi.org/10.56294/sctconf2024.1249Keywords:
Differentiated instruction, L2 education, Implementation, Educational challengeAbstract
In the realm of second language (L2) education, differentiated instruction (DI) has garnered significant attention as an adaptive approach to meeting diverse learner needs. This study systematically reviews the 2014-2023 research on the implementation and related challenges of DI in L2 instruction. Through a comprehensive analysis of empirical studies, the review highlights key DI strategies, and the obstacles faced in practical application. Findings suggest that while DI can foster more inclusive and effective L2 learning environments; however, challenges persist, such as resource constraints, teacher preparedness, and varying student motivation levels. This review synthesizes current knowledge to provide educators, policymakers, and researchers with valuable insights, ultimately aiming to enhance the efficacy of DI in L2 education.
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