Annamária Kótay-Nagy: DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
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Appendix A – Summary Table of the Reviewed Topics, Identified Research Gaps and Corresponding Research Questions

Appendix A – Summary Table of the Reviewed Topics, Identified Research Gaps and Corresponding Research Questions

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Topics and sections in the literature review
Research gap
Research
questions
DI and TEDI in TEFL: Teachers’ beliefs and practices in Hungarian public education
 
Sections 2.1.5.2, 2.1.5.3, 2.3.1, 2.3.2
 
Although both international and Hungarian research point to a discrepancy between teachers’ generally positive beliefs about DI and their actual classroom practices, larger-scale studies that explore this relationship—focusing specifically on EFL teachers at both the primary and secondary school levels—are still lacking in the Hungarian context.
 
Moreover, Hungarian EFL teachers’ views and practices of TEDI have also scarcely been examined to date.
 
Research should also investigate the challenges and enablers of DI implementation, as well as examine the variables that may influence teachers’ decisions to use DI and TEDI in order to better understand the conditions that support differentiation in the EFL classroom.
RQ 1: What beliefs do Hungarian primary and secondary school EFL teachers hold about differentiated instruction and technology-enhanced differentiated instruction?
 
RQ 1.1: To what extent do Hungarian primary and secondary school EFL teachers consider the concepts of differentiated instruction and technology-enhanced differentiated instruction to be important in TEFL?
RQ 1.2: What learner differences do Hungarian primary and secondary school EFL teachers believe are important to address with differentiated instruction?
RQ 1.3: To what extent do Hungarian primary and secondary school EFL teachers believe that they can effectively implement differentiated instruction in their lessons?
RQ 2: What characterises Hungarian primary and secondary school EFL teachers’ self-reported practices of differentiated instruction and technology-enhanced differentiated instruction?
RQ 2.1: To what extent do Hungarian primary and secondary school EFL teachers report using differentiated instruction and technology-enhanced differentiated instruction in their lessons?
RQ 2.2: What challenges and enablers do Hungarian primary and secondary school EFL teachers perceive as crucial for implementing differentiated instruction?
RQ 2.3: What variables influence Hungarian primary and secondary school EFL teachers’ reported use of differentiated instruction and technology-enhanced differentiated instruction?
 
TEDI in TEFL: Common patterns of implementation
 
Sections 2.2.2, 2.2.3.1, 2.2.3.2
Most existing TEDI studies focus on isolated tools in limited settings rather than offering a comprehensive analysis of TEDI as an integrated approach. There is a lack of in-depth, multi-site, multi-method research exploring common patterns of TEDI, i.e., what tools are used for the differentiation of the content, process, product, and learning environment, and how technology, through its affordances, is meaningfully integrated into differentiation practices.
RQ 3: What common patterns can be identified in the ways some primary and secondary school EFL teachers in Hungary use technology for differentiated instruction?
RQ 3.1: What curricular elements of differentiated instruction do the participating teachers report supporting with technology?
RQ 3.2: What do the participating teachers perceive as the affordances and challenges of technology-enhanced differentiated instruction?
RQ 3.3: What curricular elements of differentiated instruction are supported with technology in the observed practices of the participating teachers?
RQ 3.4: What affordances of technology for differentiated instruction can be identified in the observed practices of the participating teachers?
TEDI in TEFL: Students’ perceptions and their relation to motivation, language learning experience, and self-efficacy
 
Sections 2.2.2, 2.2.3.3
Limited research on whether students perceive TEDI as responsive to their readiness levels, interests, and learning profiles, and how such perceptions relate to their motivation, language learning experience, and self-efficacy—factors that are essential for successful FL learning.
RQ 3.5: To what extent do students of the participating teachers perceive technology-enhanced differentiated instruction as responsive to their readiness levels, interests, and learning profiles?
RQ 3.6: What are the relationships between students’ perceptions of technology-enhanced differentiated instruction and the variables of motivated learning behaviour, language learning experience, and self-efficacy beliefs?
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