Differentiation in Task-Based Instruction for Diverse EFL Learners

Abstract

Task-Based Instruction (TBI) is a dynamic approach to language teaching that focuses on the use of authentic tasks to promote meaningful language use. This study examines how TBI can be differentiated to meet the diverse needs of English as a Foreign Language (EFL) learners. By employing a mixed-methods approach, the research explores the effectiveness of differentiated TBI in enhancing language proficiency among learners of varying backgrounds, proficiency levels, and learning styles. The findings suggest that differentiation in TBI not only improves language outcomes but also increases student engagement and motivation.