Abstract
Teaching writing through a process approach is considered as an effective
approach, because it not only focuses on the writing steps, but it also focuses on the diversity
learners bring in the classrooms. According to Tileston (2004), a good teacher recognises the
academic diversity, values it and adopts the approach of differentiated instructions. This study
reports an implementation process, where 39 undergraduate learners, studying a Compulsory
English at University of Karachi, Pakistan, were taught writing processes following differentiated
instruction strategies over the period of four weeks. The data were collected using three instruments:
students’ work samples, students’ controlled anonymous feedback on exit slips, and a teacherresearcher diary. The findings of the study disclosed that the implementation of differentiated
instruction is challenging as it requires time, careful planning and continuous reflection. The results
also revealed that linking the process approach to writing and differentiated instruction approach
together made learning more evident. Therefore, it is suggested that the writing teachers should move
from traditional approaches to the contemporary approaches. This research may serve as a source of
motivation and provide a model for the writing teachers who are reluctant to adopt new approaches.
Sharmeen Ismail. (2019) Impact of Differentiated Instruction on the Writing Process of ESL Learners , The ELF Annual Research Journal, Volume 21, Issue 1.
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