Differentiating Instruction with Technology in the Hungarian EFL Classroom

Tartalomjegyzék

• DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
• Copyright Page
• Series editors’ foreword
• Acknowledgements
• 1 Introduction
• chevron_right2 Theoretical and Empirical Background
  • chevron_right2.1 Differentiated Instruction
    • 2.1.1 Definition, History, and Theoretical Underpinnings
    • 2.1.2 What Differentiated Instruction Is Not and What It Is
    • 2.1.3 Tomlinson’s Model of Differentiated Instruction
    • 2.1.4 The Benefits, Challenges and Enablers of Differentiated Instruction
    • 2.1.5 Differentiated Instruction in TEFL
  • chevron_right2.2 Technology-Enhanced Differentiated Instruction
    • 2.2.1 Terminology
    • 2.2.2 The Affordances of Technology for Differentiated Instruction
    • 2.2.3 Technology-Enhanced Differentiated Instruction in TEFL
  • chevron_right2.3 The Hungarian Context
    • 2.3.1 DI and TEDI in the Regulatory Documents of Hungarian Public Education
    • 2.3.2 Empirical Research on Differentiated Instruction and Technology-Enhanced Differentiated Instruction in TEFL in Hungary
  • 2.4 The Research Niches and the Research Questions
• chevron_right3 Research Design and Methods
  • 3.1 Justification and Overview of the Research Design
  • chevron_right3.2 Phase 1: Exploring Hungarian Primary and Secondary School EFL Teachers’ Beliefs and Self-Reported Practices of DI and TEDI (Studies 1 and 2)
    • 3.2.1 The Interview Study (Study 1)
    • 3.2.2 The Questionnaire Study (Study 2)
    • 3.2.3 Synthesising the Results of Studies 1 and 2
  • chevron_right3.3 Phase 2: Identifying Common Patterns of TEDI in the Primary and Secondary School EFL Class (Studies 3, 4, and 5)
    • 3.3.1 A Description of the Focal Participants and Their Institutional Contexts (Studies 3, 4, and 5)
    • 3.3.2 The Interview Study (Study 3)
    • 3.3.3 The Classroom Observation Study (Study 4)
    • 3.3.4 The Student Questionnaire Study (Study 5)
    • 3.3.5 Synthesising the Results of Studies 3, 4, and 5
  • chevron_right3.4 Ethical Considerations and Quality Control Measures
    • 3.4.1 Ethical Considerations
    • 3.4.2 Quality Control Measures
• chevron_right4 Results and Discussion
  • chevron_right4.1 Phase 1: Exploring Hungarian Primary and Secondary School EFL Teachers’ Beliefs and Self-Reported Practices of DI and TEDI (Studies 1 and 2)
    • 4.1.1 Results of the Interview Study (Study 1)
    • 4.1.2 Results of the Questionnaire Study (Study 2)
    • 4.1.3 Discussion of the Results of Studies 1 and 2
  • chevron_right4.2 Phase 2: Identifying Common Patterns of TEDI in the Primary and Secondary School EFL Class (Studies 3, 4, and 5)
    • 4.2.1 Results of the Interview Study (Study 3)
    • 4.2.2 Results of the Classroom Observation Study (Study 4)
    • 4.2.3 Results of the Student Questionnaire Study (Study 5)
    • 4.2.4 Discussion of the Results of Studies 3, 4, and 5: 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)
    • 4.2.5 Conclusion and Implications
• chevron_right5 Conclusion
  • 5.1 Summary of the Most Important Findings
  • chevron_right5.2 Pedagogical Implications and Recommendations
    • 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
  • 5.3 Limitations and Future Research Directions
• References
• chevron_rightAppendices
  • Appendix A – Summary Table of the Reviewed Topics, Identified Research Gaps and Corresponding Research Questions
  • Appendix B – Summary Table of the Research Design
  • Appendix C – The English Translation of the Interview Schedule Used in Study 1
  • Appendix D – Sample Coded Interview Extract from Study 1
  • Appendix E – Thematic Map of Study 1
  • Appendix F – The English Translation of the Questionnaire Items Used in Study 2
  • Appendix G – Call for Participation in Study 2
  • Appendix H – The English Translation of the Interview Schedule Used in Study 3
  • Appendix I – Sample Coded Interview Extract from Study 3
  • Appendix J – Thematic Map of Study 3
  • Appendix K – The Initial Version of the Observation Schedule Used in Study 4
  • Appendix L – The Final Version of the Observation Schedule Used in Study 4
  • Appendix M – Sample Coded Observation Notes from Study 4
  • Appendix N – The English Translation of the Questionnaire Items Used in Study 5
  • chevron_rightAppendix O – The English Translation of the Consent Forms
    • Appendix O1 – Study 1: The English Translation of the Teacher Consent Form
    • Appendix O2 – Studies 3, 4, and 5: The English Translation of the Teacher Consent Form
    • Appendix O3 – Studies 3, 4, and 5: The English Translation of the Consent Form Sent to the School Principals
  • chevron_rightAppendix P – ICT Tools Used in the Observed Lessons
    • Appendix P1 – ICT Tools Used in Kamilla’s Lesson: Quizlet, Classcraft, and Canva
    • Appendix P2 – ICT Tools Used in Bea’s Lesson: British Council’s LearnEnglish Teens Website
    • Appendix P3 – ICT Tools Used in Rebeka’s Lesson: Kids A–Z and Nearpod
    • Appendix P4 – ICT Tools Used in Emma’s Lesson: Minecraft and Canva
    • Appendix P5 – ICT Tools Used in Tímea’s Lesson: Wordwall and LearningApps
  • Appendix Q – Common Patterns Emerging from the Findings of Studies 3, 4, and 5
  • Appendix R – Applications Used in the Examined TEDI Practices

Kiadó: Akadémiai Kiadó

Online megjelenés éve: 2026

ISBN: 978 963 664 176 4

DOI: 10.1556/9789636641764

Sorozat: Alkalmazott nyelvészet a 21. században - Applied Linguistics in the 21st Century

ISSN: 2786-0914

Ez a mű a Creative Commons Nevezd meg! 4.0 Nemzetközi Licenc feltételeinek megfelelően felhasználható.

This monograph examines Hungarian primary and secondary school EFL teachers’ beliefs and practices regarding differentiated instruction (DI) and technology-enhanced differentiated instruction (TEDI). While DI has gained prominence in learner-centred pedagogy in recent decades, including in English as a foreign language (EFL) teaching, its implementation remains challenging in many classrooms. The potential of technology to support such practices is increasingly recognised, yet little is known about how EFL teachers perceive and apply DI and TEDI in the Hungarian public education context. Drawing on a mixed methods research design, this book presents findings from interviews, questionnaires, and classroom research. It examines what Hungarian primary and secondary school EFL teachers believe and report doing in relation to DI and TEDI, as well as the challenges and enablers they associate with these approaches. The research also identifies good practices of TEDI and some commonly used digital tools that can enhance differentiation through self-paced learning, student choice, privacy, and engagement. The book concludes with recommendations for teacher training and highlights the importance of institutional collaboration and adequate ICT infrastructure as integral to realising the potential of technology in promoting meaningful language learning opportunities for all.

Hivatkozás: https://mersz.hu/kotay-nagy-differentiating-instruction//