Arab World English Journal (AWEJ) Volume 12. Number1  March 2021                                               Pp. 374 -387
DOI: https://dx.doi.org/10.24093/awej/vol12no1.25

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Teachers’ Perceptions of Customizing Students’ Learning through Differentiated
Instruction at a Tertiary level

Munira Said Al Siyabi
Department of English Language and Literature
University of Technology and Applied Sciences
Rustaq, Oman
Correspondent Author: DalalAl-Shekaili.rus@cas.edu.om

Dalal Abdullah Al Shekaili
Department of English Language and Literature
University of Technology and Applied Sciences
Rustaq, Oman

Received : 11/4/2020              Accepted: 3/5/2021                 Published :3/24/2021

 

Abstract :
Traditional ways of teaching were challenged by differentiated instruction which aims to embrace students’ variance. Teachers are expected to maximize the learning opportunities by meeting the diverse needs of their learners. English teachers in Omani schools are trained and instructed to modify the content to meet students’ different levels; however, teachers in higher education institutions are given more freedom in planning and conducting their classes. This research investigated teachers’ perceptions of differentiated instruction which is customised to meet the diversity of learning needs and interests of English as foreign language students in the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq). The study also sought to identify practices teachers follow to implement differentiated instruction. An exploratory, descriptive analysis and a survey were employed to obtain the necessary data, which indicated that teachers are aware of differentiating instruction and the related practices. Teachers also showed a good understanding of the type of knowledge needed to obtain before implementing differentiation and the assessment tools to attain them.  However, the results also indicate an essential need for structural support, professional development, to meet the challenges identified by teachers to maintain the continuity of these practices.
Keywords: Content, differentiated instruction, process, product, teachers’ perception

Cite as:  Al Siyabi, M. S., &  Al Shekaili, D. A. (2021). Teachers’ Perceptions of Customizing Students’ Learning through Differentiated Instruction at a Tertiary level. Arab World English Journal, 12 (1) 74 -387.
DOI: https://dx.doi.org/10.24093/awej/vol12no1.25

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Received: 11/4/2020 
Accepted: 3/5/2021
Published: 3/24/2021   
https://dx.doi.org/10.24093/awej/vol12no1.25 
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Munira Said Al-Siyabi is an assistant lecturer at the University of Technology and Applied Sciences, Rustaq with nine years of experience of teaching English as a second language. Munira completed her MA in TESOL at Leeds University, UK in 2011. Her research interests include teaching and learning in higher education and learner autonomy.
ORCID ID: https://orcid.org/0000-0003-0415-5002

Dalal Abdullah Al-Shekaili is a lecturer at the University of Technology and Applied Sciences, Rustaq College of Education. She has nine years of experience in the field of teacher preparation program. Dalal is an MA holder in TESOL from the University of Durham, UK.
ORCID ID:https://orcid.org/0000-0002-9412-9758