ISSN: 2226-6348
Open access
The evolving landscape of language education demands approaches that are both flexible and responsive to the diverse cultural, academic, and personal backgrounds of learners. Differentiated instruction (DI) has emerged as a crucial framework for addressing these varied needs, enabling teachers to adapt lesson content, instructional methods, classroom activities, and assessment practices. This study employs a Systematic Literature Review (SLR) to investigate the implementation of differentiated instruction in language teaching, with a particular focus on teacher readiness, practical challenges, and the resulting educational impact. Eight peer-reviewed articles published between 2021 and 2025 were systematically analyzed using the PRISMA methodology, with sources primarily drawn from the Scopus database. The findings reveal that although teachers generally acknowledge the importance of DI and hold positive attitudes toward its potential, actual classroom implementation remains limited. Barriers include insufficient time, overcrowded classrooms, a lack of professional training, and conceptual misunderstandings of DI principles. Evidence further indicates that when effectively implemented, DI enhances student motivation, learning engagement, and overall achievement, while also broadening teachers’ pedagogical practices. These results highlight the urgent need for continuous professional development, stronger institutional support, and the development of context-specific frameworks, particularly within Malaysia’s education system. Ultimately, differentiated instruction represents a viable pathway toward cultivating inclusive, equitable, and student-centered language learning environments.
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