Annamária Kótay-Nagy: DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
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2 Theoretical and Empirical Background

2 Theoretical and Empirical Background

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The first part of this chapter focuses on the two key concepts of the study: differentiated instruction and technology-enhanced differentiated instruction, the latter being considered a potential tool for facilitating DI practices. For both concepts, a definition is provided along with theoretical considerations, followed by a discussion of relevant empirical studies in the TEFL context. In reviewing the empirical literature on DI, particular attention is given to studies that examine the effectiveness of DI, as well as those that explore teachers’ DI-related beliefs, given that such beliefs can influence teachers’ decisions to implement DI (e.g., Kalinowski et al., 2024; Suprayogi et al., 2017; Whitley et al., 2019). In the case of TEDI, the discussion also includes the concepts of student motivation, language learning experience and self-efficacy, as TEDI is thought to foster these affective and cognitive variables, which are recognised predictors of success in foreign language learning (Csizér et al., 2021; Khoadad & Kaur, 2016; Piniel & Csizér, 2013).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The second part of the chapter provides a brief account of the state of DI in Hungarian public education and the results of recently conducted empirical studies (Öveges & Csizér, 2018; Zólyomi, 2022), which drew insightful conclusions regarding foreign language teachers’ use of DI. Finally, some research gaps are identified, and the research questions which were introduced in Chapter 1 are revisited along with their sub-questions.

2.1 Differentiated Instruction

2.2 Technology-Enhanced Differentiated Instruction

2.3 The Hungarian Context

2.4 The Research Niches and the Research Questions

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