Improving English Language Performance Through the Use of Differentiated Instructions: Case of Arab Ibrahim Middle School in Ain Temouchent

Abstract

Differentiated instruction approach recognizes and embraces the diversity of students in the classroom. It acknowledges that learners have different strengths, weaknesses, and preferences, Instead of using traditional methods; differentiated instruction offers a variety of strategies, materials, and assessments to engage and challenge students at their own level. This study examines the effectiveness of differentiated instruction in enhancing student engagement, academic achievement, and overall learning outcomes; it conducted as a case study with sixty-six pupils and one teacher from a middle school in Ain Temouchent city. Data collection was based on three research instruments, classroom observation, questionnaire administered to pupils and interview conducted for one teacher. The data collected from these instruments were analyzed quantitatively and qualitatively. Results indicate that personalized instructional approaches significantly improve student engagement and performance. Integrating various activities like group work, games, and multimedia resources create a dynamic and interactive classroom atmosphere. These findings provide empirical evidence supporting adaptive teaching methods and underscore the need for flexible teaching practices to accommodate diverse learning styles, thereby informing curriculum development and improving language teaching programs.