Meta-Analytical Review on the Effects of Differentiated Instruction on English Language Proficiency
Keywords:
differentiated instruction, effectiveness, language proficiency, meta-analysisAbstract
This meta-analytical review systematically examined the impact of differentiated instruction (DI) on English language proficiency, addressing the need for instructional methods that accommodate diverse student profiles․ Following rigorous PRISMA guidelines, seven empirical studies from varied educational contexts, including elementary, secondary, and university levels, were analyzed․ Each study assessed different DI interventions, such as tiered assignments, flexible grouping, and multiple intelligence strategies, comparing their effectiveness to traditional instructional methods using quantitative analyses․ Results consistently indicated that DI significantly enhances students' performance in grammar, reading comprehension, fluency, and overall language achievement compared to traditional approaches․ Nonetheless, substantial variability in effect sizes across studies highlighted differences stemming from educational contexts, student characteristics, and specific DI implementations․ Methodological concerns, particularly around randomization and allocation concealment, also posed limitations impacting internal validity and generalizability․ These findings reinforce DI’s potential to foster equitable learning and higher student engagement, advocating its broader application in multilingual classrooms․ However, given the observed heterogeneity and methodological issues, results should be generalized cautiously․ Future research should utilize rigorous experimental designs, longitudinal assessments, and comprehensive evaluations of implementation fidelity, alongside deeper exploration of contextual variables influencing DI effectiveness, to refine theoretical frameworks and practical guidelines․
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References
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Easa, E․, & Blonder, R․ (2023)․ The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms․ Chemistry Teacher International, 5(2), 125–141․ https://doi․org/10․1515/cti-2023-0005
Halil, N․ I․, Yawan, H․, Hasanah, A․ N․, Syam, H․, Andas, N․ H․, & Marhamah, M․ (2024)․ A new program to foster inclusion: Unraveling language teachers’ pedagogical practices to differentiated instruction․ International Journal of Language Education, 8(2)․ https://doi․org/10․26858/ijole․v8i2․64997
Hatmanto, E․ D․, & Rahmawati, F․ (2023)․ Unleashing the potential: exploring attitudes and overcoming challenges in implementing differentiated instruction in the Philippines’ English language classrooms․ E3S Web of Conferences, 425, 02001․ https://doi․org/10․1051/e3sconf/202342502001
Hidalgo-Camacho, C․ S․, Elsa Hernandez Cherrez, & Nelly Patricia Galora Moya․ (2019)․ The effect of differentiated instruction on the development of reading comprehension skills in EFL beginner students․ Dominio de Las Ciencias, 5(1), 125–144․ https://doi․org/10․23857/dc․v5i4․1045
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Mahali, S․ C․, & Sevigny, P․ R․ (2022)․ Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers․ Education and Urban Society, 54(8), 946–968․ https://doi․org/10․1177/00131245211062526
Maruf, N․ (2023)․ The interplay of teachers’ beliefs, attitudes, and the implementation of differentiated instruction in Indonesian EFL contexts․ English Review: Journal of English Education, 11(2), 357–364․ https://doi․org/10․25134/erjee․v11i2․7251
Mavidou, A․, & Kakana, D․ (2019)․ Teachers’ experiences of a professional development program for differentiated instruction․ Creative Education, 10(03), 555–569․ https://doi․org/10․4236/ce․2019․103040
Melese, S․, & Tinoca, L․ (2019)․ Instructors’ knowledge, attitude and practice of differentiated instruction: The case of college of education and behavioral sciences, Bahir Dar University, Amhara region, Ethiopia․ Cogent Education, 6(1)․ https://doi․org/10․1080/2331186X․2019․1642294
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Melka, Y․ G․, & Jatta, I․ B․ (2022b)․ Study the effects of differentiated instruction on English grammar teaching in Ethiopia․ Development of Education, 5(3), 19–31․ https://doi․org/10․31483/r-103546
Menson, A․ B․ (2024)․ Differentiated learning instruction: Its effects on students’ oral English fluency․ Journal of Data Acquisition and Processing, 39(1), 1670․ https://doi․org/10․5281/zenodo․755230
Nassaji, H․ (2017)․ Language instruction and language acquisition: A complex interplay․ Language Teaching Research, 21(5), 543–545․ https://doi․org/10․1177/1362168817727203
Nepal, S․, Walker, S․, & Dillon-Wallace, J․ (2021)․ How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity? International Journal of Inclusive Education․ https://doi․org/10․1080/13603116․2021․1916111
Ojong, A․ S․ (2023)․ Unraveling the efficacy of differentiated instruction in enhancing second language acquisition: A comprehensive review and future directions․ International Journal of Linguistics, Literature and Translation, 6(6), 75–82․ https://doi․org/10․32996/ijllt․2023․6․6․8
Onyishi, C․ N․, & Sefotho, M․ M․ (2020)․ Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education․ International Journal of Higher Education, 9(6), 136–150․ https://doi․org/10․5430/ijhe․v9n6p136
Ortega, D․ P․, Cabrera, J․ M․, & Benalcázar, J․ V․ (2018)․ Differentiating instruction in the language learning classroom: Theoretical considerations and practical applications․ Journal of Language Teaching and Research, 9(6), 1220․ https://doi․org/10․17507/jltr․0906․11
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Sahril, S․, N, A․ S․, & Nur, Muh․ S․ (2021)․ The impact of differentiated instruction on students’ performance in critical reading․ Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 5(1), 275․ https://doi․org/10․26858/eralingua․v5i1․18937
Sapan, M․, & Mede, E․ (2022)․ The effects of differentiated instruction (DI) on achievement, motivation, and autonomy among English learners․ Iranian Journal of Language Teaching Research, 10(1), 127–144․ https://doi․org/10․30466/ijltr․2022․121125
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Scott, W․, & Spencer, F․ (2006)․ Professional development for inclusive differentiated teaching practice․ Australian Journal of Learning Disabilities, 11(1), 35–44․ https://doi․org/10․1080/19404150609546806
Sellier, N․, & An, P․ (2020)․ How peripheral interactive systems can support teachers with differentiated instruction: Using fireflies as a probe․ DIS 2020 - Proceedings of the 2020 ACM Designing Interactive Systems Conference, 1117–1129․ https://doi․org/10․1145/3357236․3395497
Shareefa, M․ (2021)․ Using differentiated instruction in multigrade classes: a case of a small school․ Asia Pacific Journal of Education, 41(1), 167–181․ https://doi․org/10․1080/02188791․2020․1749559
Smale-Jacobse, A․ E․, Meijer, A․, Helms-Lorenz, M․, & Maulana, R․ (2019)․ Differentiated instruction in secondary education: A systematic review of research evidence․ Frontiers in Psychology, 10․ https://doi․org/10․3389/fpsyg․2019․02366
Spencer-Waterman, S․ (2014)․ Handbook on Differentiated Instruction for Middle & High Schools․ Routledge․ https://doi․org/10․4324/9781315856230
Stone, S․ J․ (2018)․ Differentiated Instruction: A Band-Aid Approach for a Flawed System․ International Journal of the Whole Child, 3(1), 19–29․
Suprayogi, M․ N․, Siregar, T․ S․, & Preston, M․ (2024)․ The effectiveness of differentiated instruction, implementation in Indonesia higher education: A literature review (pp․ 374–389)․ https://doi․org/10․2991/978-2-38476-108-1_37
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Uy, M․ R․ D․ (2023)․ Differentiated instruction strategy and learners’ performance․ International Journal of Research Publications, 139(1)․ https://doi․org/10․47119/IJRP10013911220235802
Valiandes, S․, & Neophytou, L․ (2018)․ Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement․ Teacher Development, 22(1), 123–138․ https://doi․org/10․1080/13664530․2017․1338196
Varghese, C․, Bratsch-Hines, M․, Aiken, H․, & Vernon-Feagans, L․ (2021)․ Elementary teachers’ intervention fidelity in relation to reading and vocabulary outcomes for students at risk for reading-related disabilities․ Journal of Learning Disabilities, 54(6), 484–496․ https://doi․org/10․1177/0022219421999844
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AM, Muh․ A․, Hadi, S․, Istiyono, E․, & Retnawati, H․ (2023)․ Does differentiated instruction affect learning outcome Systematic review and meta-analysis․ Journal of Pedagogical Research․ https://doi․org/10․33902/JPR․202322021
Amoakwah, A․, & Donkoh, S․ (2023)․ basic school teachers’ knowledge and use of differentiated instruction․ European Journal of Education Studies, 10(10)․ https://doi․org/10․46827/ejes․v10i10․5004
Bullers, K․, Howard, A․ M․, Hanson, A․, Kearns, W․ D․, Orriola, J․ J․, Polo, R․ L․, & Sakmar, K․ A․ (2018)․ It takes longer than you think: librarian time spent on systematic review tasks․ Journal of the Medical Library Association, 106(2)․ https://doi․org/10․5195/jmla․2018․323
Chien, C․ W․ (2015)․ Analysis of Taiwanese elementary school English teachers’ perceptions of, designs of, and knowledge constructed about differentiated instruction in content․ Cogent Education, 2(1), 16․ https://doi․org/10․1080/2331186X․2015․1111040
Easa, E․, & Blonder, R․ (2023)․ The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms․ Chemistry Teacher International, 5(2), 125–141․ https://doi․org/10․1515/cti-2023-0005
Halil, N․ I․, Yawan, H․, Hasanah, A․ N․, Syam, H․, Andas, N․ H․, & Marhamah, M․ (2024)․ A new program to foster inclusion: Unraveling language teachers’ pedagogical practices to differentiated instruction․ International Journal of Language Education, 8(2)․ https://doi․org/10․26858/ijole․v8i2․64997
Hatmanto, E․ D․, & Rahmawati, F․ (2023)․ Unleashing the potential: exploring attitudes and overcoming challenges in implementing differentiated instruction in the Philippines’ English language classrooms․ E3S Web of Conferences, 425, 02001․ https://doi․org/10․1051/e3sconf/202342502001
Hidalgo-Camacho, C․ S․, Elsa Hernandez Cherrez, & Nelly Patricia Galora Moya․ (2019)․ The effect of differentiated instruction on the development of reading comprehension skills in EFL beginner students․ Dominio de Las Ciencias, 5(1), 125–144․ https://doi․org/10․23857/dc․v5i4․1045
Ismail, S․ A․ A․, & Al Allaq, K․ (2019)․ The nature of cooperative learning and differentiated instruction practices in English classes․ Sage Open, 9(2)․ https://doi․org/10․1177/2158244019856450
Jefferson, R․ E․, Grant, C․ E․, & Sander, J․ B․ (2017)․ Effects of tier I differentiation and reading intervention on reading fluency, comprehension, and high stakes measures․ Reading Psychology, 38(1), 97–124․ https://doi․org/10․1080/02702711․2016․1235648
Kotob, M․ M․, & Ali Abadi, M․ (2019)․ The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms․ International Linguistics Research, 2(2), p8․ https://doi․org/10․30560/ilr․v2n2p8
Labordo, D․ C․ (2024)․ Assessing the influence of differentiated Instruction on enhancing reading comprehension skills among learners: A quasi-experimental study․ The New English Teacher, 18, 13–28․
Lawrence-Brown, D․ (2020)․ Differentiated Instruction and Inclusive Schooling․ In Oxford Research Encyclopedia of Education․ Oxford University Press․ https://doi․org/10․1093/acrefore/9780190264093․013․1223
Magableh, I․, & Abdullah, A․ (2020)․ The Effect of Differentiated Instruction on EFL Learners: Teachers’ Perspective․ International Journal of Academic Research in Business and Social Sciences, 10(5)․ https://doi․org/10․6007/IJARBSS/v10-i5/7235
Magableh, I․ S․ I․, & Abdullah, A․ (2020)․ On the effectiveness of differentiated instruction in the enhancement of jordanian students’ overall achievement․ International Journal of Instruction, 13(2), 533–548․ https://doi․org/10․29333/iji․2020․13237a
Magableh, I․ S․ I․, & Abdullah, A․ (2021)․ The impact of differentiated instruction on students’ reading comprehension attainment in mixed-ability classrooms․ Interchange, 52(2), 255–272․ https://doi․org/10․1007/s10780-021-09427-3
Mahali, S․ C․, & Sevigny, P․ R․ (2022)․ Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers․ Education and Urban Society, 54(8), 946–968․ https://doi․org/10․1177/00131245211062526
Maruf, N․ (2023)․ The interplay of teachers’ beliefs, attitudes, and the implementation of differentiated instruction in Indonesian EFL contexts․ English Review: Journal of English Education, 11(2), 357–364․ https://doi․org/10․25134/erjee․v11i2․7251
Mavidou, A․, & Kakana, D․ (2019)․ Teachers’ experiences of a professional development program for differentiated instruction․ Creative Education, 10(03), 555–569․ https://doi․org/10․4236/ce․2019․103040
Melese, S․, & Tinoca, L․ (2019)․ Instructors’ knowledge, attitude and practice of differentiated instruction: The case of college of education and behavioral sciences, Bahir Dar University, Amhara region, Ethiopia․ Cogent Education, 6(1)․ https://doi․org/10․1080/2331186X․2019․1642294
Melka, Y․ G․, & Jatta, I․ B․ (2022a)․ Investigating the effects of differentiated instruction on high school students’ grammar learning achievement in an Ethiopian EFL context, Addis Ababa University, Ethiopia․ East African Journal of Education Studies, 5(3), 246–253․ https://doi․org/10․37284/eajes․5․1․636
Melka, Y․ G․, & Jatta, I․ B․ (2022b)․ Study the effects of differentiated instruction on English grammar teaching in Ethiopia․ Development of Education, 5(3), 19–31․ https://doi․org/10․31483/r-103546
Menson, A․ B․ (2024)․ Differentiated learning instruction: Its effects on students’ oral English fluency․ Journal of Data Acquisition and Processing, 39(1), 1670․ https://doi․org/10․5281/zenodo․755230
Nassaji, H․ (2017)․ Language instruction and language acquisition: A complex interplay․ Language Teaching Research, 21(5), 543–545․ https://doi․org/10․1177/1362168817727203
Nepal, S․, Walker, S․, & Dillon-Wallace, J․ (2021)․ How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity? International Journal of Inclusive Education․ https://doi․org/10․1080/13603116․2021․1916111
Ojong, A․ S․ (2023)․ Unraveling the efficacy of differentiated instruction in enhancing second language acquisition: A comprehensive review and future directions․ International Journal of Linguistics, Literature and Translation, 6(6), 75–82․ https://doi․org/10․32996/ijllt․2023․6․6․8
Onyishi, C․ N․, & Sefotho, M․ M․ (2020)․ Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education․ International Journal of Higher Education, 9(6), 136–150․ https://doi․org/10․5430/ijhe․v9n6p136
Ortega, D․ P․, Cabrera, J․ M․, & Benalcázar, J․ V․ (2018)․ Differentiating instruction in the language learning classroom: Theoretical considerations and practical applications․ Journal of Language Teaching and Research, 9(6), 1220․ https://doi․org/10․17507/jltr․0906․11
Partanen, M․, Siegel, L․ S․, & Giaschi, D․ E․ (2019)․ Longitudinal outcomes of an individualized and intensive reading intervention for third grade students․ Dyslexia, 25(3), 227–245․ https://doi․org/10․1002/dys․1616
Puzio, K․, Colby, G․ T․, & Algeo-Nichols, D․ (2020)․ Differentiated literacy instruction: Boondoggle or best practice? Review of Educational Research, 90(4), 459–498․ https://doi․org/10․3102/0034654320933536
Sahril, S․, N, A․ S․, & Nur, Muh․ S․ (2021)․ The impact of differentiated instruction on students’ performance in critical reading․ Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 5(1), 275․ https://doi․org/10․26858/eralingua․v5i1․18937
Sapan, M․, & Mede, E․ (2022)․ The effects of differentiated instruction (DI) on achievement, motivation, and autonomy among English learners․ Iranian Journal of Language Teaching Research, 10(1), 127–144․ https://doi․org/10․30466/ijltr․2022․121125
Sari, S․ N․ W․ (2018)․ Providing explicit language instruction to assist students’ language learning in EFL classrooms․ Indonesian Journal of EFL and Linguistics, 3(1), 33․ https://doi․org/10․21462/ijefll․v3i1․55
Scott, W․, & Spencer, F․ (2006)․ Professional development for inclusive differentiated teaching practice․ Australian Journal of Learning Disabilities, 11(1), 35–44․ https://doi․org/10․1080/19404150609546806
Sellier, N․, & An, P․ (2020)․ How peripheral interactive systems can support teachers with differentiated instruction: Using fireflies as a probe․ DIS 2020 - Proceedings of the 2020 ACM Designing Interactive Systems Conference, 1117–1129․ https://doi․org/10․1145/3357236․3395497
Shareefa, M․ (2021)․ Using differentiated instruction in multigrade classes: a case of a small school․ Asia Pacific Journal of Education, 41(1), 167–181․ https://doi․org/10․1080/02188791․2020․1749559
Smale-Jacobse, A․ E․, Meijer, A․, Helms-Lorenz, M․, & Maulana, R․ (2019)․ Differentiated instruction in secondary education: A systematic review of research evidence․ Frontiers in Psychology, 10․ https://doi․org/10․3389/fpsyg․2019․02366
Spencer-Waterman, S․ (2014)․ Handbook on Differentiated Instruction for Middle & High Schools․ Routledge․ https://doi․org/10․4324/9781315856230
Stone, S․ J․ (2018)․ Differentiated Instruction: A Band-Aid Approach for a Flawed System․ International Journal of the Whole Child, 3(1), 19–29․
Suprayogi, M․ N․, Siregar, T․ S․, & Preston, M․ (2024)․ The effectiveness of differentiated instruction, implementation in Indonesia higher education: A literature review (pp․ 374–389)․ https://doi․org/10․2991/978-2-38476-108-1_37
Tricco, A․ C․, Lillie, E․, Zarin, W․, O’Brien, K․ K․, Colquhoun, H․, Levac, D․, Moher, D․, Peters, M․ D․ J․, Horsley, T․, Weeks, L․, Hempel, S․, Akl, E․ A․, Chang, C․, McGowan, J․, Stewart, L․, Hartling, L․, Aldcroft, A․, Wilson, M․ G․, Garritty, C․, … Straus, S․ E․ (2018)․ PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation․ Annals of Internal Medicine, 169(7), 467–473․ https://doi․org/10․7326/M18-0850
Uy, M․ R․ D․ (2023)․ Differentiated instruction strategy and learners’ performance․ International Journal of Research Publications, 139(1)․ https://doi․org/10․47119/IJRP10013911220235802
Valiandes, S․, & Neophytou, L․ (2018)․ Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement․ Teacher Development, 22(1), 123–138․ https://doi․org/10․1080/13664530․2017․1338196
Varghese, C․, Bratsch-Hines, M․, Aiken, H․, & Vernon-Feagans, L․ (2021)․ Elementary teachers’ intervention fidelity in relation to reading and vocabulary outcomes for students at risk for reading-related disabilities․ Journal of Learning Disabilities, 54(6), 484–496․ https://doi․org/10․1177/0022219421999844
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Published
2025-10-02
How to Cite
Riza, & Mujiono. (2025). Meta-Analytical Review on the Effects of Differentiated Instruction on English Language Proficiency. JEES (Journal of English Educators Society), 10(2). Retrieved from https://jees.umsida.ac.id/index.php/jees/article/view/1929
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Policy and Curriculum
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Copyright (c) 2025 Riza, Mujiono
This work is licensed under a Creative Commons Attribution 4.0 International License.
