Unraveling the Efficacy of Differentiated Instruction in Enhancing Second Language Acquisition: A Comprehensive Review and Future Directions

Abstract

"The art of teaching is the art of assisting discovery," as famously quoted by Mark Van Doren, epitomizes the philosophy of Differentiated Instruction (DI). This teaching strategy modifies lessons and learning environments to meet students' diverse learning needs, interests, and abilities. As our world becomes more interconnected, the demand for multilingual individuals has surged dramatically. Consequently, the necessity for effective strategies in second language instruction is now a key focus in educational research. Differentiated instruction, with its characteristic emphasis on adjusting teaching methods to suit individual learning needs, has emerged as a potential solution. This comprehensive review analyzes the implications of differentiated instruction (DI) in second language acquisition (SLA). The review underscores the potential benefits and gaps within the existing research on this burgeoning study area. Despite an increase in multicultural classrooms and an undeniable need for tailored teaching methods, there needs to be more empirical evidence on the efficacy of and the modal strategies to incorporate differentiation practices in second language classrooms. Hence, the paper addresses this research gap by systematically reviewing pertinent literature to unearth the potential of DI as a teaching strategy in SLA. The objective is to demonstrate how differentiated instructions (DI) can be woven into second language instruction through content, process, product, and learning environment adjustments. Findings suggest that DI significantly influences learners' motivation, values learners’ diversity, enhances the inclusive learning environment, learners’ engagement, and achievement in second language acquisition. The analysis delves into the historical background, theoretical underpinnings, and empirical evidence, ending with modal strategies for differentiated instruction and recommendations for future research.