Differentiating Instruction with Technology in the Hungarian EFL Classroom - 4.2 Phase 2: Identifying Common Patterns of TEDI in the Primary and Secondary School EFL Class (Studies 3, 4, and 5)

Annamária Kótay-Nagy: DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM

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4 Results and Discussion

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4.2 Phase 2: Identifying Common Patterns of TEDI in the Primary and Secondary School EFL Class (Studies 3, 4, and 5)

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Hivatkozások

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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_560/#m1365diwt_560 (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_560/#m1365diwt_560)

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_560/#m1365diwt_560)

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The aim of Phase 2 of the research project was to take a closer look at some primary and secondary school EFL classes to identify common patterns of TEDI in TEFL (RQ 3). Based on a convergent parallel mixed methods design (Creswell, 2015), this phase intended to be an exploratory investigation, using an inductive approach to research by “looking for, describing, and accounting for observed patterns” (Duff, 2008, pp. 30–31). Phase 2 comprised three studies: a teacher interview study (Study 3), a classroom observation study (Study 4), and a student questionnaire study (Study 5). A detailed description of the methods of data collection and analysis, including the development and validation of the research instruments and information about the participants and research sites, is provided in Section 3.3. In the present section, the results of each study are first presented in relation to their respective sub-questions, followed by a synthesised discussion of these results to answer the overarching research question of Phase 2 (RQ 3).