#4083. Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic

September 2026publication date
Proposal available till 22-05-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
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Abstract:
This research investigates two extensive reading (ER) programmes carried out in a secondary school during the COVID-19 pandemic, with the aim of analysing how differentiated instruction (DI) is reflected in the ER implementation and how this forced online learning inform foreign/second language (L2) pedagogy in relation to ER and DI. Adopting an exploratory case study approach, the study collected data from multiple sources: interview with six students and two teachers; questionnaire survey (N = 74 + 27); teachers’ reflective journal; documents related to the two reading programmes. However, due to the online teaching mode, DI was not fully reflected in aspects of affect (inadequate collaborative activities and interaction between students and teacher) and learning environment (lack of studying-together atmosphere). Results also indicate a widening gap between higher and lower achieving learners regarding engagement with ER activities due to differences in student autonomy and parental involvement. This study provides some insights into differentiated instruction in ER implementation in the lockdown period, and proposes implications for L2 pedagogical design and innovation.
Keywords:
Differentiated instruction; extensive reading; high achieving students; l2 teaching; online learning; secondary EFL teaching

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