Annamária Kótay-Nagy: DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
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Series editors’ foreword

Series editors’ foreword

Jegyzet elhelyezéséhez, kérjük, lépj be.!

It is with great pleasure that we present the twentieth volume of the Applied Linguistics in the 21st Century series. Differentiating Instruction with Technology in the Hungarian EFL Classroom by Annamária Kótay-Nagy, addresses a central concern of contemporary applied linguistics: how theoretical insights into learner diversity can be translated into sustainable classroom practice. The volume examines how differentiated instruction is conceptualised and implemented in English as foreign language classrooms in Hungary, and how digital technologies can support teachers in responding to students’ varying readiness levels, interests, and learning profiles.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Grounded in a carefully designed mixed-methods research project, the monograph investigates teachers’ beliefs, self-reported practices, and observed classroom applications of differentiated instruction and its technological enhancement. By combining interview data, questionnaire findings, and classroom observations, the study offers a comprehensive account of how differentiation functions in everyday teaching practice. It identifies the pedagogical challenges teachers face, including planning demands and methodological uncertainty, while also highlighting enabling factors such as professional development, collaboration, and the principled use of digital tools. Importantly, the book treats technology not as an end in itself, but as a pedagogical resource whose effectiveness depends on informed instructional decision-making.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In doing so, the volume makes a significant contribution to applied linguistics. It connects theoretical models of differentiated instruction with the realities of foreign language education and situates classroom innovation within a broader framework of teacher knowledge, institutional context, and learner diversity. By focusing on the Hungarian public education system while engaging with international scholarship, the monograph demonstrates how locally grounded research can inform wider discussions about inclusion, instructional quality, and technological integration in language teaching.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This focus resonates strongly with the aims of the Applied Linguistics in the 21st Century series. Previous volumes have explored key domains such as learner motivation, intercultural communicative competence, teacher cognition, assessment practices, and the changing role of technology in language education. Together, these works have highlighted the dynamic relationship between theory and practice in applied linguistics. The present volume extends this dialogue by examining how differentiation and technology intersect in concrete classroom settings, thereby deepening our understanding of how applied linguistic research can support pedagogical innovation.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As the twentieth contribution to the series, Annamária Kótay-Nagy’s monograph exemplifies the commitment of this collection to research that is empirically rigorous, contextually sensitive, and practically relevant. We are confident that this volume will be of interest to researchers, teacher educators, practising teachers, and policymakers alike, and that it will stimulate further inquiry into how language education can become more responsive, inclusive, and effective in the twenty-first century.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As always, we extend our sincere gratitude to the reviewers and to the editorial team for their invaluable support in bringing this volume to publication.
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