INSTRUCTIONAL TASK DESIGN FOR MIXED-LEVEL EFL CLASSROOMS THROUGH DIFFERENTIATED INSTRUCTION
Keywords:
In the contemporary landscape of global education, the heterogeneity of student populations has become the norm rather than the exception.Abstract
Mixed-proficiency classrooms present one of the most significant challenges in English as a Foreign Language (EFL) instruction. Students within a single class often exhibit vast disparities in linguistic competence, learning styles, and motivational levels. Traditional "one-size-fits-all" instructional methods frequently fail to meet the diverse needs of these learners, leading to disengagement among advanced students and frustration among beginners. This paper explores the theoretical underpinnings of Differentiated Instruction (DI) and proposes practical strategies for designing instructional tasks that cater to mixed-ability groups. By focusing on content, process, product, and learning environment, educators can create inclusive classrooms where every student is challenged appropriately. The study draws on current pedagogical research to provide actionable frameworks for task design, emphasizing scaffolding, tiered activities, and flexible grouping
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