Differentiated Instructions: Implementing Tiered Listening Tasks in Mixed-Ability EFL Context

Document Type: Research Paper


Islamic Azad University, Karaj Branch


Language teachers are usually faced with the challenging classrooms wherein the students with mixed language abilities sit together. One solution to deal with this situation is to apply differentiated instructions in terms of tiered task strategy. By definition, tiered tasks are extracted from the same material or skills, and personalized according to students' readiness, interest and preferred modes of learning. In the same vein, this experiment investigated the role of tiered listening tasks on 46 mixed-ability Iranian EFL learners in 9 intervention sessions. The participants were pre-assessed and assigned in to 3 divisions of high, mid and low achievers. While the control group in this research experienced the conventional one-size-fits-all instructions to listening comprehension, the divisions in the experimental group received open-ended, multiple choice and true-false tiered listening tasks. Moreover, upon the individual’s performance on tiered tasks, their division arrangement changed every 3 sessions so that they either remained or to be removed to higher or lower divisions. Findings statistically implicated the effectiveness of the tiered tasks on the participants’ listening comprehension improvement. However, the observed matrix of multiple correlation coefficients failed to show any powerful association between the participants’ mixed-levels of language proficiency and their successful performance on tiered tasks. The researchers’ concluding remarks on the assessment and teaching benefits of differentiated instructions in EFL contexts were provided too.


Article Title [Persian]

آموزش تمایز یافته: کاربرد تکالیف شنیداری درجه بندی شده در کلاسهای ناهمگون یادگیری زبان انگلیسی

Authors [Persian]

  • ناتاشا پوردانا
  • مهدی شاهپوری راد
دانشگاه آزاد اسلامی واحد کرج
Abstract [Persian]

معلمین زبان انگلیسی معمولا با چالش کلاسهای درس ناهمگون که در آن زبان آموزان با سطح مختلفی از توانایی های زبانی حضور دارند مواجهند. به عنوان یک راه حل در مقابل چالش پیش رو میتوان به استفاده از تکالیف طبقه بندی شده برای زبان آموزان اشاره کرد. بنا بر تعریف، تکالیف طبقه بندی شده گونه های مختلفی از یک ماده درسی می باشند که برای تدریس به زبان آموزانی که دارای توانایی های زبانی متفاوت و در یک کلاس درس حضور دارند و بر اساس آمادگی و علاقه ی زبان آموزان آنها طراحی میشوند. این پژوهش در صدد مطالعه 46 زبان آموز ایرانی با توانایی های زبانی نا همگون در 9 جلسه آموزشی برامده که در آن زبان آموزان پیش از دریافت تکالیف طبقه بندی شده، پیش-آزمون شنیداری را دریافت نمودند. زبان آموزان در گروه تجربی به 3 زیرشاخه (1) زبان آموزان با توانایی بالا، (2)زبان آموزان با توانایی متوسط و (3)زبان آموزان با توانایی پایین تقسم گردیدند. پس از انجام تکالیف طبقه بندی در هر جلسه شده بر اساس عملکرد افراد، آنها به شاخه های بالاتر صعود یا به شاخه های پایینتر سقوط می نمودند. برخی نیز بدون تغییر در جایگاه خود باقی می ماندند. نتیجه این پژوهش بر تاثیر مثبت این تکالیف بر بهبود مهارت شنیداری زبان آموزان ایرانی دلالت داشت اگر چه رابطه معنی داری بین دانش زبان انگلیسی آنها و میزان این پیشرفت در سه شاخه ی گروه تجربی مشاهده نگردید.

Keywords [Persian]

  • آموزش تمایز یافته
  • تکالیف طبقه بندی شده
  • مهارت شنیداری
  • کلاسهای ناهمگون
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