Role of Differentiated Instruction in Enhancing Writing Skills of English as a Foreign Language Learners
Abstract
Writing, as one of the most complex language skills, requires the integration of cognitive, linguistic, and organizational processes, and is often the most challenging skill for learners to master. Traditional one-size-fits-all approaches frequently overlook learner diversity, limiting effectiveness. The study investigates the impact of differentiated instruction (DI) on enhancing writing skills among seventh-grade English as a Foreign Language (EFL) learners. The purpose of this study was to evaluate whether DI strategies—including flexible grouping, tiered assignments, and individualized feedback—can foster measurable improvements in writing proficiency and learner motivation. Using an experimental design, a sample of 80 students was divided equally into an experimental group (DI-based instruction) and a control group (traditional instruction). Quantitative data were collected through writing performance assessments and motivational questionnaires, analyzed using non-parametric statistical tests, while qualitative classroom observations provided contextual insights. Findings showed that the experimental group significantly outperformed the control group in both writing proficiency and motivation, confirming the universal benefits of DI across different learning styles. The results demonstrate that DI not only supports skill development but also promotes engagement and confidence in EFL learners. The implications of the study highlight the importance of tailoring instruction to diverse learner needs in order to improve outcomes in EFL writing classrooms. Limitations include the relatively small sample size and context-specific focus, which restrict generalizability. Future research should replicate this study in varied contexts and explore the integration of DI with digital platforms to support sustainable and scalable applications.