Teacher cognition of differentiated instruction in English language teaching and learning

Mohd Hasrul Kamarulzaman (P72824)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/497802

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DC Field	Value	Language
dc.contributor.advisor	Hazita Azman, Prof. Dr.	-
dc.contributor.author	Mohd Hasrul Kamarulzaman (P72824)	-
dc.date.accessioned	2023-10-13T08:10:54Z	-
dc.date.available	2023-10-13T08:10:54Z	-
dc.date.issued	2019	-
dc.identifier.other	ukmvital:120800	-
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/497802	-
dc.description	This study had two main aims. Firstly, it aimed to investigate teachers' cognition of differentiated instruction (DI) in the teaching of English language to gifted students at a school in Malaysia. Secondly, it aimed to find out the extent to which the practice of DI had an effect on the gifted students' motivation and acquisition of the English language. Three important notions informed the theoretical framework and research design of this study: Vygotsky's social constructivist theory of teaching and learning, Borg's framework of teacher cognition, and Tomlinson's model of DI. Guided by these concepts, an exploratory sequential mixed method case study research design was employed. This research design elicited both qualitative and quantitative data types. Qualitative data included teacher interviews, field notes, and analysis of lesson plans. These multiple sourced data were coded and subjected to a thematic analysis using Atlas.ti 9. Meanwhile, quantitative data was derived from two data sources: a student questionnaire, and students' scores on an English language test. Descriptive analysis calculates the students' scores on motivation and achievement. Inferential analyses involving t-test, one-way Anova, multiple regression, and Pearson's correlation coefficient determine the relationships between DI, motivation, and achievement. The quantitative findings are triangulated in the final analysis to support findings from the qualitative data in explicating the relationship between DI and the gifted students' learning motivation and acquisition of the English language. In sum the study revealed four important findings. Firstly, it was found that having the right teacher knowledge about DI is imperative for appropriate differentiation strategies to be employed. Secondly, there was clearly a corresponding relationship between the employment of DI with high students' motivation but not with their performance in English. Thirdly, five constructs of DI that were identified to have the most significant impact on student motivation were content, product, interest, teache's roles, and learning profile. Finally, the fourth finding revealed low significant relationship between motivation and language scores. In conclusion, although DI did not have a significant relationship with student achievement, nonetheless, it enhanced student motivation, and promoted development of appropriate differentiation strategies for learning that better suit students.,'Certification of Masters/Doctoral Thesis' is not available,Ph.D.	-
dc.language.iso	eng	-
dc.publisher	UKM, Bangi	-
dc.relation	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan	-
dc.rights	UKM	-
dc.subject	Individualized instruction	-
dc.subject	Languages	-
dc.subject	Modern -- Study and teaching	-
dc.subject	Universiti Kebangsaan Malaysia -- Dissertations	-
dc.subject	Dissertations, Academic -- Malaysia	-
dc.title	Teacher cognition of differentiated instruction in English language teaching and learning	-
dc.type	Theses	-
dc.format.pages	411	-
dc.identifier.callno	LB1031.M844 2020 tesis	-
dc.identifier.barcode	004761(2020)	-
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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