ISSN: 2222-6990
Open access
Mastering writing skills, especially for second language learners (ESL), is often considered one of the most challenging. Due to the diversity of learning abilities and styles, teachers have difficulty in teaching writing. In 2013, the Cambridge Baseline Study underscored the significance of Differentiated Instruction (DI) in Malaysian schools, catering to students with varying abilities. In response to this, the Ministry of Education's Bahagian Pembangunan Kurikulum introduced eight diverse strategies, including task differentiation, in the English Language Scheme of Work (SOW) for Form 3. This qualitative study explores how the implementation of Task Differentiated Strategies affect students and benefit them in their writing activities. The study utilized semi-structured interviews and classroom observations involving four secondary school ESL teachers based in Kuala Lumpur. It aimed to identify and assess the impact of task differentiated strategies on student learning. The findings highlighted the multifaceted ways in which these strategies positively influenced and benefited students' writing activities, such as completing work on time, promoting a sense of achievement and confidence, and increasing motivation and engagement. These results indicate that task differentiated strategies have proven effective in facilitating students' writing activity. The study suggests to further explore the benefits of task differentiation strategies for different language skills.
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