Annamária Kótay-Nagy: DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
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Appendix B – Summary Table of the Research Design

Appendix B – Summary Table of the Research Design

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Research
questions
Methods of data collection
(data sources)
 
Methods of data analysis
RQ 1: What beliefs do Hungarian primary and secondary school EFL teachers hold about differentiated instruction and technology-enhanced differentiated instruction?
One-to-one interviews with 9 Hungarian primary and secondary school EFL teachers (study 1)
 
Large-scale questionnaire study with 212 Hungarian primary and secondary school EFL teachers
(study 2)
Template analysis
(King, 2012)
 
Statistical analysis (descriptive statistics,
t tests, ANOVA, regression analysis)
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?
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?
One-to-one interviews with 5 primary and secondary school EFL teachers
(study 3)
 
Template analysis (King, 2012)
 
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?
Observation of the lessons of 5 primary and secondary school EFL teachers (study 4)
 
Template analysis (King, 2012)
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?
Questionnaire study with the students taught by the participating 5 primary and secondary school EFL teachers (39 students) (study 5)
Statistical analysis (descriptive statistics, t tests, correlation and regression analysis)
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