Differentiating Instruction with Technology in the Hungarian EFL Classroom - 2.2 Technology-Enhanced Differentiated Instruction

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Harvard

Kótay-Nagy Annamária (2026): Differentiating Instruction with Technology in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641764Letöltve: https://mersz.hu/hivatkozas/m1365diwt_140/#m1365diwt_140 (2026. 02. 26.)

Chicago

Kótay-Nagy Annamária. 2026. Differentiating Instruction with Technology in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641764 (Letöltve: 2026. 02. 26.https://mersz.hu/hivatkozas/m1365diwt_140/#m1365diwt_140)

APA

Kótay-Nagy A. (2026). Differentiating Instruction with Technology in the Hungarian EFL Classroom. Akadémiai Kiadó. https://doi.org/10.1556/9789636641764. (Letöltve: 2026. 02. 26.https://mersz.hu/hivatkozas/m1365diwt_140/#m1365diwt_140)

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This section begins with a theoretical overview of ICT and TEDI, followed by an examination of the technological features that make ICT particularly suitable for supporting DI. The empirical part then reviews research on TEDI in TEFL. Finally, the section returns to theory by introducing Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) framework and exploring its relevance for understanding TEDI and the transfer of teachers’ knowledge from DI to TEDI. This is followed by a discussion of motivation, language learning experience, and self-efficacy—variables that are believed to be fostered by TEDI and are also considered important predictors of success in foreign language learning (Csizér et al., 2021; Khoadad & Kaur, 2016; Piniel & Csizér, 2013).