Annamária Kótay-Nagy: DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
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5 Conclusion
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5.2 Pedagogical Implications and Recommendations

5.2 Pedagogical Implications and Recommendations

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the sections discussing the results of Phase 1 (Section 4.1.3.3) and Phase 2 (Section 4.2.5), I outlined the main implications of the findings of each phase. In this section I revisit these implications and propose recommendations that may be of relevance for teacher trainers, pre- and in-service teachers and school administrators wishing to integrate DI and TEDI in the daily practice of their teaching contexts.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As was revealed by Study 2, in line with previous findings (Kalinowski et al., 2024; Suprayogi et al., 2017; Whitley et al., 2019), DI self-efficacy appears to be the strongest predictor variable of teachers’ use of DI. Therefore, it would be important to strengthen these beliefs through pre- and in-service teacher training, as well as by fostering intra-institutional cooperation and providing sufficient ICT facilities at schools. These steps would be essential in mitigating the challenges posed by DI, which, as pointed out by various participants in both Studies 1 and 2, often make DI an elusive dream despite their best efforts.

5.2.1 Pre-Service Teacher Training

5.2.2 In-Service Teacher Training

5.2.3 Intra-Institutional Cooperation

5.2.4 Provision of ICT Facilities at Schools

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