DIFFERENTIATED LEARNING 1

A Study on the Effectiveness of Differentiated Instruction

in Increasing the Performance of Students in a Pre-
Intermediate ESL Class
Eric Bala Subramaniam
Monash University
Master of Education (TESOL International)

Name of Lecturer : Dr 1ulie Harrington

DIFFERENTIATED LEARNING 2

Table oI Contents
Introduction .................................... 3
Rationale ................................... 5
Literature Review
Multiple Intelligences ........................... 5
DiIIerentiated Learning ......................... 10
Methodology ................................ 16
Findings .................................. 18
ReIlective Discussion/ Analysis ........................ 21
Conclusion ................................. 23
ReIerence List ............................... 25



DIFFERENTIATED LEARNING 3


A Study on the EIIectiveness oI DiIIerentiated Instruction in Increasing the PerIormance oI
Students in a Pre-Intermediate ESL Class
Introduction
Every day, we as teachers must deliver eIIective lessons that cater to the diverse
learning styles, aptitudes, cultures and linguistic as well as intellectual backgrounds. Teachers
must measure in-class learning to conIirm comprehension, retention and application. Unlike
other learning environments, English as a Second Language (ESL) classroom should be more
eIIective than internet or selI-guided audio methods mainly because this type oI environment
provides students the opportunity to practice and apply second language acquisition skills in a
comIortable and realistic setting.
It is the duty oI every English Teacher to ensure that the class academically and
intellectually meaningIul Ior their students. One method known as the DiIIerentiated
Instruction is identiIied as the breakthrough in the learning and the teaching process that is
applicable to all learning and teaching environment.
Currently, I am an English Language Teacher at an institution. Majority oI the
students consist oI students Irom China, some Irom the countries like Korea, Philippines,
Thailand and Indonesia. I have been in the teaching proIession Ior 12 years.. The schools that
I work Ior oIIers the International Baccalaureate (IB) program to students between the ages
13 to 17. Students in the Middle Year program have to complete Iour years beIore they can
undertake the IB Diploma at a High School level. The current ESL levels Irom my school
DIFFERENTIATED LEARNING 4

ranges Irom Elementary to Advanced levels. Thus, there are classes that consist oI a mixed
ability students with diIIerent and varying proIiciency levels in each class.
The problem with this situation is that students learn diIIerently and requires diIIerent
modes oI instruction and learning activities them to eIIectively grasp the language and apply
it in real world situations. Moreover, in my personal observation, I have Iound that students
in a single classroom have diIIerent learning aptitudes; this would mean that the lessons
prepared might be either too advance or too low Ior their learning level. This would result in
either unmotivated students or disengaged and most importantly ESL instruction becomes an
ineIIective medium in eliciting second language acquisition skills among learners.
Furthermore, ESL instruction must be culturally sensitive and must be delivered in a manner
that is consistent with the social norms oI the culture. Some societies place high value on
education, whereas other much less so. Since not only is their level oI aptitudes diIIerent,
their cultural backgrounds are also diIIerent. Thus, motivation might be aIIected. The shame
oI making a mistake diIIers by country or culture. Certain teaching environments emphasize
content and not grammatical accuracy, which is why students do not become overly
discouraged. Some learning environments put emphasis on communication in their ESL
instruction rather than grammar knowledge. Cultures also diIIer in how they regard Iactors
such as eye contact, personal space, personal contact, social interaction, directness, tone,
manner, and Ilow oI conversation and talkative vs. reserved approaches (Cazden, 2001). In
my own teaching experience, communicative approaches must be parallel to avoid
miscommunication and create a positive teaching and learning environment


DIFFERENTIATED LEARNING 5

#ationale
In my 12 years oI teaching and Irom all the years oI experiences that I have gained, I
am interested in exploring and investigating learner-centered instruction Irom the Multiple
Intelligences (MI) perspective. It is relevant to my current teaching environment as I do have
moments oI diIIiculties integrating Multiple Intelligences to enhance both communication
and teaching. The current research topic challenges the generally accepted principles about
the lack oI learning eIIectiveness in ESL instruction mainly because oI too much dependency
on teacher as well as unmotivated students simply completing standard worksheets that only
tests knowledge or content recall and not real world application. Furthermore, the topic
challenges the worldview that ESL does not work because students Iail to apply second
language acquisition skills learned in a real world classroom setting. Moreover, the current
research topic is worthy and relevant because it studies a universal methodology that caters to
a diverse international student community and impacts the learning process in an ESL
environment.
#esearch Question
A Study on the Effectiveness of Differentiated Instruction in
Increasing the Performance of Students in a Pre-Intermediate
ESL Class ?


DIFFERENTIATED LEARNING 6

Literature #eview
Multiple Intelligences
The theory oI Multiple Intelligence (MI) was Iirst established by Howard Gardner in
the year 1983. The main idea behind the Multiple Intelligence theory is that 'there is no
general intelligence, but rather that each person has at least eight distinct intelligences, which
can be developed throughout his or her liIetime (Hall, 2004, p.163). From this it could be
said that the idea oI multiple intelligence lies on the belieI that each and every learner has
diIIerent intelligences, which Gardner categorized into eight intelligences. The eight
intelligences are identiIied as: bodily/kinesthetic, interpersonal/social,
intrapersonal/introspective, logical/mathematical, musical/rhythmic, naturalist,
verbal/linguistic, and lastly visual/ spatial (Hall, 2004, p.163).
The Iirst intelligence is known as the bodily/kinesthetic this intelligence deals with an
individual`s ability to make use oI their mental abilities in coordinating bodily movements
(Hall, 2004). The interpersonal/social intelligence is the capability to understand other
people`s emotion and the ability to interact properly with their peers (Hall, 2004). The
intrapersonal/introspective intelligence is the capability oI one to recognize their Ieelings as
well as the inspiration in directing their own liIe. The logical/mathematical intelligence deals
with logic, patterns, numerical and mathematical operations (Hall, 2004). The
musical/rhythmic intelligence deals with the ability to perIorm well in the Iield oI music and
composition (Hall, 2004). The naturalist intelligence deals with the ability to identiIy and
classiIy Ilora and Iauna as well as other natural compositions in the earth (Hall, 2004). The
verbal/linguistic intelligence is the ability to make use oI language in eIIective
communication and as a means oI remembering diIIerent types oI inIormation (Hall, 2004).
DIFFERENTIATED LEARNING 7

The visual/spatial intelligence that deals speciIically with the capability oI an individual to
distinguish and use images in problem solving instances (Hall, 2004).
Gardner developed these eight intelligences in order to understand that each and every
learner has their own type oI intelligence. One may have all intelligence but some are more
Iavorably developed or skilled than the other in certain intelligences. There is no general
intelligence and that each and every learner has diIIerent levels or types oI intelligence.
One example oI this is the study oI Hall in 2004. The study oI Hall (2004)
investigates the theory oI multiple intelligences in an attempt to design eIIective teaching
strategies, curriculum development, and alternate Iorms oI assessment in an ESL learning
environment. The research identiIied the diIIering educational needs oI second language
learners. Furthermore, the research indicates that educators in an ESL class must be equipped
in their pedagogical repertoire to accommodate linguistically, culturally, and cognitively
diverse students (Hall, 2004). The research was conducted among educators speciIically Irom
the US Virginia, New York, Florida, Texas, Georgia, CaliIornia, South Carolina and
Kentucky; other participating countries are Irom Australia and Germany (Hall, 2004, p.167).
Each oI the teachers chosen handles an ESL class; it is Irom their class that student
participants were chosen. These students were not randomly picked or randomly assigned due
to the time that research and experiment was conducted (Hall, 2004). All in all, students
ranging Irom age 6-18 years old Irom urban, rural and suburban schools were chosen as
primary student participants Ior the study. In order to come up with the answer to the research
questions, a research that is based on experimental groups which would receive learner
centered instruction, and diIIerentiated instruction was conducted. Aside Irom this a control
group was also developed, each controlled group would receive teacher centered instruction
and lessons that are based solely on textbooks. AIter gathering all data Irom experiments and
DIFFERENTIATED LEARNING 8

observations, the results revealed that the theory oI multiple intelligences have positive
inIluence on both teachers as well as students (Hall, 2004).
It is Iound that teachers who Iocused on planning and organizing instruction in such a
way that each and every strengths oI students are recognized would result to releasing the Iull
learning capabilities oI their learners (Hall, 2004). This study revealed that iI language
instruction in an ESL class considers the diIIerent strengths oI each and every learner, they
would be able to unlock the true learning potentials oI each and every student. This is
important inIormation that would help the current research.
Aside Irom this, a previous study oI Hall (2001) as well attempted to test iI the theory
oI multiple intelligences is related to academic achievement and student motivation in an
ESL learning environment. The primary purpose oI this research is to identiIy and promote
real world applications oI multiple intelligences theory in real liIe ESL classrooms. In this
research, Hall (2001) made use oI multiple intelligences theory as well as the 'Test Your
Seven Kinds oI Smart survey as the basis Ior its research. Although this is the research tool
used, the research also reviews the impact oI the theory among educators as much as to the
students. The research reviewed literatures that indicate eIIectiveness oI diIIerentiated
instruction and its relationship to the achievement levels oI ESL students. This research
made use oI experimental groups as well as control groups. In the experimental group,
participants would receive instruction that incorporates multiple intelligence theory, while the
control group sample would receive a teacher-centered instruction that makes use oI drills
and memorization speciIically. The results oI the logs, journals and surveys revealed that the
multiple intelligence theory do have signiIicant implications both on educators and students.
Educators that considered MI theory noted eIIectiveness in instruction, while students who
DIFFERENTIATED LEARNING 9

receive instructions that incorporate MI theory showed advantages to their overall
perIormance and motivation (Hall, 2001).
This study revealed that aside Irom having positive inIluence on the learning and
teaching process, it also revealed that enhancement oI perIormance and motivation could also
be possible through the use oI the concept oI MI theory in instruction.
Besides, Hall`s researches that speciIically investigate MI instruction in ESL
classroom, Abdallah (2008) also developed an investigation with regards to MI theory its
educational implications in an ESL learning environment. The discussion in this article
covers the importance oI developing speaking skills in a Ioreign language learning classroom
as well as the diIIiculties and issues students Iace in speaking in a classroom environment
(Abdallah, 2008).
In traditional teachers and principals are more concerned with embedding knowledge
into their students through discussion, this is the only means oI instruction that they see
eIIective, but what educators must know is that teaching eIIectively does not only requires
skills, but most importantly knowledge oI the student`s learning process and their diIIering
capabilities (Abdallah, 2008). It is here that Gardner`s MI theory is applied. It is Iound in this
investigation that the theory oI multiple intelligences has diIIerent importance in the Iield oI
education, and one oI this is its contribution in student achievement. This article did not only
provide inIormation to support the eIIectiveness oI the application oI MI theory in education,
but also on how MI theory teaches each and every student is smart, the only diIIerence is at
what speciIic Iield they advance in. This is an important inIormation that the theory oI
multiple intelligence tries to impart.
DIFFERENTIATED LEARNING 10

Furthermore, in Simpsons (2010) presentation entitled 'Teaching science in a mixed
ability classroom questions that since students learn diIIerently, why not test whether
diIIerent levels oI engagement lead to higher academic standing? Since the theory oI MI
proves that learners are diIIerent, these diIIerences could directly aIIect the level oI
engagement and success that they can experience in an ESL learning environment (Simpsons,
2010). Simpson`s (2010) pointed out that by making the learning experience more enjoyable
and more successIul, ESL educators should be able to work with their student`s diIIerences.
Some oI the key principles included in this presentation is the theory oI multiple intelligence,
cognitive learning styles, a Montessori learning environment, student centered learning, and a
constructivist learning environment wherein students are given the Ireedom to construct their
own reality and perspective (Simpsons, 2010). The presentation concludes that students are
critical constructivist. They require diIIerent levels oI engagement to explain their own
reality. Moreover, higher achievement occurs when students experience the lesson and enjoy
working with their diIIerences. A diIIerentiated learning activity prevents boredom and
Irustrations when learning a new language mainly because this type oI learning provides
students an opportunity to construct their learning and eventually mastering ESL. It is Irom
this presentation that it could be said that in considering the multiple intelligence theory,
educators should be able to plan and develop a diIIerentiated learning environment that deals
speciIically with student`s diIIerences. It is in dealing with their diIIerences and individuality
that students develop the motivation to perIorm well in a given task and thus increase
student`s achievement and perIormance.
Differentiated Learning
In the previous section an understanding oI multiple intelligence theory and how each
and every learner is diIIerent Irom their capabilities and their needs. In this section an
DIFFERENTIATED LEARNING 11

understanding oI the diIIerentiated learning instruction would be developed. In order to Iirst
understand what diIIerentiated learning is, the concept oI learner centered instruction should
Iirst be understood.
Ever since Gardner conceptualized that there is no general knowledge, that each and
every learner has diIIerent capabilities and needs, the Iield oI education instruction shiIted
Irom a teacher-centered instruction into a learner-centered instruction. A learner-centered
instruction is a mode oI instruction that Iocuses and considers students` background as the
learning process takes place (KauIeldt, 2010). Unlike the traditional teacher-centered
environment, learner-centered environment gives much consideration oI learner`s aIIective
Iactors in the learning process. Simply, Irom the term itselI, it could be said that a learner-
centered instruction Iirst considers the students capabilities and weaknesses oI each and every
student, a method that is proved to be an eIIective means oI gaining student`s motivation and
increase their perIormance mainly because lessons are based on the learner`s abilities and
needs. It is Irom this type oI instruction that diIIerentiated learning was developed.
From the idea that in order to gain learning motivation and increase student
achievement in class, instruction should be based on each and every student`s capabilities and
needs, is rooted in the concept oI diIIerentiated learning instruction. DiIIerentiated instruction
is identiIied by Hall, Strangman & Meyer (2003) as a 'teaching theory based on the premise
that instructional approaches should vary and be adapted in relation to individual and diverse
students in classrooms(p.2). Similarly, Young & Hadaway (2001) identiIied that
diIIerentiated instruction is 'based on principles and curriculum design and used in
classrooms with diverse range oI aptitudes, learning styles, level oI prior knowledge oI
content, and skills(p.33). Both these deIinitions are similar in such a way that they identiIied
diIIerentiated instruction as a mode oI instruction that adapts and deals with the varying and
DIFFERENTIATED LEARNING 12

diIIering needs and capabilities oI each and every student in a classroom. Giving importance
and Iocus to the diversity inside the classroom is one oI the primary principles oI
diIIerentiated learning.

The idea oI diIIerentiated learning or instruction comes Irom the idea that 'one size
doesn`t Iit all (Gregory & Chapman, 2007). In the book 'DiIIerentiated instructional
strategies: one size doesn`t Iit all by Gregory & Chapman (2007) associates learners with
clothes or garments the idea oI one size doesn`t Iit all`. In this book, the authors reiterate that
just like clothes, all learners are diIIerent, not only Irom their physical attributes but as well
as their background and knowledge, that is why when it comes to choosing clothes, one
would not chose the same clothes Ior all the students because it would not Iit and suit all the
students (Gregory & Chapman, 2007). Just like in learning, educators could not provide the
same instruction to all learners and expect that each and every student learns. This is because
the instruction did not Iit and suit their diIIering capabilities and needs. That is why this book
discusses the importance oI diIIerentiating instruction in order to suit student`s needs and
eventually Ior learning to take place. Furthermore, this book provides various tools and
methodology Ior educators to use in diIIerentiating instruction. It is Iound that in order Ior
educators to diIIerentiate instruction, educators could diIIerentiate the content oI the lesson
by making use oI various genres, instructional tools as well as leveling instructional materials
(Gregory & Chapman, 2007). It is by targeting diverse aptitudes and learning styles oI
learners that educators could be able to develop learning exercises that would be able to let
the students develop the area that still needs improvement and work and perIorm in areas that
they excel (Gregory & Chapman, 2007).
DIFFERENTIATED LEARNING 13

Each and every student in a classroom is unique; this uniqueness is seen in their mode
and level oI learning (Greenwood, 2002). DiIIerentiated instruction targets these uniqueness
and acts on it by providing various strategies and tools that would be suitable to each learner.
It is in this way that students are given both the opportunity to develop their areas oI
improvement and Iurther develop their areas oI strength, which is aIter all the primary aim oI
diIIerentiated learning.
Due to its seen eIIectiveness, educators are beginning to apply diIIerentiated
instruction in their own classrooms. The study oI Tomlinson (1999) presents a case study oI
two educators, one who makes use oI diIIerentiated instruction and one who makes use oI
diIIerentiated instruction. Two oI the case studies presented in this study are identiIied as Mr.
Appleton and Mrs. Baker. Mr. Appleton is identiIied as the educator who did not make use oI
diIIerentiated instruction, while Mrs. Baker was the one who made use oI diIIerentiated
instruction in each oI their class.
The lesson in Mr. Appleton`s class is all about ancient Rome; it was Iound that since
he is not making use oI diIIerentiated instruction the class is observed to lack engagement in
the class discussion (Tomlinson, 1999). Although he said that he is satisIied with his lecture,
it is uncertain that each and every student in his class truly comprehends his lesson or even
enjoys his class; it is evident that the only primary purpose oI the lesson is to memorize
inIormation Ior the examination (Tomlinson, 1999).
On the other hand, Mrs. Baker`s class is also discussing about ancient Rome, but the
diIIerence is that she is Iound to make use oI the theory oI diIIerentiated learning. Because oI
this her class was Iound to be actively engaged in class discussions mainly because the
DIFFERENTIATED LEARNING 14

instruction provided diverse types oI learning that draws the diIIering skills and interest oI
each and every student (Tomlinson, 1999). I
In the Iirst observation oI the two cases, it was Iound that the educator who
considered diIIerentiated learning gained more students engagement and student interest in
the lesson mainly because oI how the instruction provided diverse means oI learning, while
the educator who did not make use oI diIIerentiated instruction did not establish rapport with
the students. From this case study it could be Iound that a diverse classroom increases student
engagement as well as student motivation to learn mainly because each and every student`s
needs and capabilities are considered.
It is also Iound in another study that the application oI diIIerentiated learning in
classroom instruction increases student motivation. In the study oI Keller (2007) it was Iound
that increase in motivation is Iound to be one eIIect oI a diIIerentiated classroom. In every
lesson, student motivation is an important Iactor to consider in engaging students not only in
learning but as well as in active participation. In a diIIerentiated classroom environment,
consideration to one`s individuality provides learners the motivation and interest to learn and
engage in the discussion (Keller, 2007). Furthermore, motivation is also increased in a
diIIerentiated classroom mainly because students are given the opportunity to work with
other students whom they have similar interests (Heacox, 2002). This not only encourages
their interest, this experience also allows them to grow and develop with their capabilities and
needs. This increase in motivation entails the increase in interest and active participation, all
oI the Iactors needed in increasing the possibility oI student achievement.
Since diIIerentiated classroom increases motivation and engagement in discussions
this entails that diIIerentiated instruction increases student achievement, this is Iound in
DIFFERENTIATED LEARNING 15

various studies and researches. In the study oI Koeze (2007), it was Iound that 4
th
and 5
th

graders Irom a rural elementary school in Michigan who received diIIerentiated instruction
revealed signiIicant increase in student`s achievement. By Iocusing on student`s varying
learning styles, it was Iound that students experienced a noticeable increase in their reading
perIormances (Koeze, 2007).

The same Iindings were also developed by Tomlison, Brighton, Hertberg, Callahan,
Moon, Brimijoin, Conover, & Reynolds (2003) in their study. It is Iound that diIIerentiated
instruction promotes student individuality, it is in this way that students gain motivation and
interest to learn mainly because this is what interests them (Tomlison, et. al, 2003). Since
what their learning interests them, student perIormance or achievement is more likely to
occur (Tomlinson, et.al, 2003). From this it could be seen that diIIerentiated instruction not
only increases student`s interest, it also increases student perIormance.
Furthermore, in another study it was Iound that diIIerentiated learning is eIIective
especially in a culturally diverse classroom like Ior example an ESL class. In the study oI
MacGillivray & Rueda (2001), it discusses that diIIerentiated instruction is important in a
language learning environment mainly because oI its consideration to the diversity oI
student`s cultures and heritage. It is Iound that with diIIerentiated instruction, a salient Iactor,
which is consideration to cultural diversity, in a language learning environment increases
student`s interest and thus increases student perIormance (MacGillivray & Rueda, 2001).
From this it could be seen that diIIerentiating instruction is important in an ESL class mainly
because it is in environments like this that diversity not only in learning styles, but as well as
in background and experience is present.
DIFFERENTIATED LEARNING 16

The same Iindings is also Iormulated in the study oI Dahl, Scharer, Lawson, &
Grogan (1999) wherein it is Iound that language learning students perIorm better in a
diIIerentiated learning environment than in a traditional learning setting. It was Iound that
student participants in this study perIormed better in phonic instructions that are based on
student`s individuality (Dahl, Scharer, Lawson, & Grogan, 1999). This provided Iurther
support to the claim oI the eIIectiveness oI a diIIerentiated instruction in a language learning
environment.
These literatures provided diIIerent inIormation with regards to the eIIectiveness oI
diIIerentiated instruction in increasing student achievement. Each and every literature served
an important purpose in the development oI this investigation.
Methodology
The current study aims to investigate the eIIectiveness oI diIIerentiated learning in an
ESL class with consideration to the theory oI Multiple Intelligences. The primary source oI
data Ior this current study would be coming Irom various academic journals, dissertations,
books, newsletters and magazine articles that discuss diIIerentiated learning and multiple
intelligences. This type oI qualitative methodological approach is chosen based on the
validity and reliability that each data and Iacts Irom these sources were gathered and inIerred
to be true and guaranteed. Moreover, aside Irom gathering relevant sources, personal journals
oI class observations would also be used as reIerence in the investigation process oI this
research. These journals would include personal observation opinions and discussions that
have been derived Irom the number oI experiences and knowledge in the Iield oI ESL
instruction.
DIFFERENTIATED LEARNING 17

In the data gathering procedure, samples were gathered through criterion sampling. In
this type oI data collection procedure, each article was chosen based on a particular criterion.
Each literature that would be chosen should discuss primarily the theory oI multiple
intelligences, diIIerentiated learning in general, and diIIerentiated learning in an ESL
classroom environment. The literatures were chosen based on the usage and relevance oI the
inIormation to the diIIerent criteria. A total oI 18 sources were gathered that consist primarily
oI academic journals and dissertations that previously discussed and investigated
diIIerentiated learning in an ESL class. The data collection process primarily Iocused on
previous researches and investigations about the research topic mainly because these studies
would provide real liIe investigation oI diIIerentiated learning in actual ESL classrooms.
During the data collection procedure, the use oI a criterion sampling data collection
methodology ensured the relevance and application oI each literature. All in all, the articles
and books gathered in this research mainly discussed and investigated the implications oI the
application oI diIIerentiated learning in an English as a Second Language (ESL) classroom.
Moreover, in the 18 sources gathered Ior this research, each and every literature was
classiIied into two categories based on the Iocus oI their discussion; these two categories are
multiple intelligences and diIIerentiated learning. Each category would consist oI articles and
books that would mainly discuss their topic. In the end, an analysis oI the relevance oI
multiple intelligence and diIIerentiated learning would be developed. From this, the
connection between each theory would be established.
AIter each literature was chosen and categorized, studies and books were reviewed
and veriIied in order to ensure that each and every criteria is met. Overall the primary data
collection gathering procedure Ior this current research involves criterion sampling method
DIFFERENTIATED LEARNING 18

wherein each journal and books were chosen based on speciIied criteria in order to serve as
the principal source oI the current research.
This was then Iollowed by the discussion and analysis oI the literatures. In this
process, each data and inIormation were gathered Irom various research and books in order to
reveal the opinion and Iacts gathered in their own studies and researches in the Iield oI
diIIerentiated learning.
It the process oI the analysis oI the data and inIormation gathering, selected articles
were compared and connected in such a way that a particular research component was
established. Since the data collected is based on particular criteria, comparison oI the articles
and inIormation would reveal consistency and accuracy. Establishing comparison and
connection between researches and inIormation gathered Irom these literatures would reveal
dominant Ieatures in these articles. It is here that repeated Iindings would be established into
themes that would then drive the discussion oI the current research topic.
indings
This research aimed to discover how diIIerentiated instruction might lead to student
achievement. From the various research and inIormation gathered in this study numerous
conclusions could be developed. In the discussion oI the theory oI multiple intelligences it
was Iound that this theory generated the idea that each and every learner is diIIerent. Students
are diIIerent not only in terms oI physical appearance but as well as in background, culture,
type and level oI knowledge (Abdallah, 2008). Because oI this educators must be able to
develop instruction in such a way that each Iactor is considered, thereIore a need to
diIIerentiate instruction (Hall, 2001; Hall, 2004). This is especially Iound to be true in ESL
DIFFERENTIATED LEARNING 19

classrooms as discussed in the researches oI Hall (2001; 2004). From this it could be implied
that diIIerentiated instruction is important in an ESL learning environment wherein diversity
not only oI student knowledge is present but as well as diversity in student`s cultural
background.
Furthermore, the discussion revealed two themes that would provide inIormation and
explanation with regards to the reason why diIIerentiated instruction is eIIective in increasing
student achievement, these themes are: increased interest and motivation and Iocus on student
diversity not only in learning styles but as well as diversity in background cultures.
First the discussion revealed that because diIIerentiated learning addresses and
considers student`s varying capabilities and needs, students are more engaged in participating
in the learning discussion (KauIeldt, 2010). In instruction one oI the Iactors that would serve
as the basis Ior its success lies on the impact oI instruction to students. Student motivation
and interest is one oI the major Iactors that educators need to consider in order to ensure that
student would actively participate in the class discussion. In a diIIerentiate learning
environment it is Iound that diIIerentiating instruction increases student`s motivation and
interest mainly because students are provided opportunities Ior students to make use oI their
strengths and develop their weaknesses (Hall, Strangman & Meyer, 2003; Young &
Hadaway, 2001). It is in this way that students Ieel more comIortable in engaging in the
lesson primarily because the instruction targets their diIIering interest and needs. An
important Iactor needed in the success oI a learner at school.
Furthermore, the data gathered also revealed that diIIerentiated learning especially in
an ESL or language class, is beneIicial primarily because diIIerentiated learning not only
considers student`s diversity in learning styles but as well as student`s diversity in culture and
DIFFERENTIATED LEARNING 20

background. This is said to be true mainly because diIIerentiated learning promotes diverse
activities and experiences that encourages students to participate and learn. This is Iound to
be true in the own investigation oI MacGillivray & Rueda (2001) and Dahl, Scharer, Lawson,
& Grogan (1999) in their own ESL classrooms. It is Iound that because oI the diversity in
instruction, students in an ESL classroom are more engaged in the learning process and thus
results in an increase in student`s achievement.
The evidences oI the studies and case studies reveal a great contribution oI
diIIerentiated learning in increasing student`s achievement especially in a culturally diverse
environment, like that oI an ESL class. Each and every Iindings developed in this study are
the product oI the data and inIormation gathered Irom the various literatures gathered in this
research. The criterion sampling method oI data collection ensured that each and every
literature gathered in this study would be relevant and applicable to the current investigation
that provided the Iindings its validity and reliability. Furthermore, comparison and
connection oI the research Iindings were determined in order to Iurther ensure that the results
and data gathered were consistent. Most importantly, a majority oI the literatures used in this
research consist mainly oI studies and researches that occurred and investigated real liIe ESL
classroom settings, in which provides more validity and relevance to the current study. This
thereIore serves as conIirmations that would validate the contribution oI these Iindings based
on the impact oI diIIerentiated learning in increasing the student achievement oI students in
an ESL classroom.
Overall, it is Iound that the theory oI multiple intelligences primarily explains why
diIIerentiated learning is eIIective mainly because oI how such type oI learning and
instruction increases student interest and motivation as well as addresses and considers
student diversity not only in level oI knowledge but as well as diversity in student
DIFFERENTIATED LEARNING 21

background. These two themes that are revealed to be salient Iactors that contributes to the
development oI student`s achievement. From the Iindings it is evident that because
diIIerentiated learning Iocus on the learner itselI, students are more likely to be encouraged to
engage in the discussion and thus increase their learning perIormance.

#eflective Discussion/ Analysis
In the start oI this research I had doubts with regards to the use oI a qualitative type oI
research mainly because oI the various negative views about qualitative researches. But as the
investigation progressed, I Iound that a qualitative research methodology is more appropriate
Ior my current research. At the end I achieved the aim oI this particular investigation, and that
is to Iind out the inIluence oI diIIerentiated learning in increasing the student achievement oI
students in an ESL class. This is possible mainly because oI the careIul and appropriate
selection oI research type and data collection methodology.
I believe that the success oI this research lies in the data collection or gathering
procedures. It is at this stage that the primary source oI inIormation Ior my current study
would come Irom. The use oI a criterion sampling method on the gathering oI journals and
books directed the collection in a particular Iocus and this is by providing criteria. By
choosing literatures that Iocus mainly on multiple intelligences, diIIerentiated learning in
general and diIIerentiated learning in ESL classrooms made the data collection process
easier. Furthermore, speciIication oI criteria in the gathering oI data also contributed in
ensuring that each and every literature are relevant to the current research`s topic. It is
because oI this that I believe the data gathering procedure was a success.
DIFFERENTIATED LEARNING 22

Furthermore, I also believe that comparison and developing themes Irom these
comparisons Iurther contributed to the success oI this investigation. Comparison oI the
literatures contributed to the development oI dominant themes and Iindings in all oI the
literatures gathered. This type oI analysis contributed in eIIectively narrowing and speciIying
the recurrent Iindings oI the research. It is through this procedure that it became easy to bring
the inIormation all together and develop it into a speciIic chunk, in which it could easily be
understood. It thereIore became easy to Iind an answer to the current research question.
Because oI how eIIective and appropriate all research methodologies were conducted, it
could be said that the research met its primary goals.
Overall, the literatures gathered provided the current research with various
inIormation and data that would contribute to understanding the inIluence oI diIIerentiated
learning in increasing student achievement especially in an ESL class. All oI the inIormation
and generalisations gathered here provided me with so much inIormation that I could simply
apply in my own ESL classroom setting. Embarking in this particular investigation not only
provided me with new knowledge, it also inIluenced me to make use and apply all the
knowledge I have gathered in my own classroom. Although I am already an educator, it is
important that I also Iind time to develop my skills in instruction. Studies such as these
provides me the opportunity to Iurther strengthen my skills as an ESL instructor as well as
provide opportunities Ior my students quality and eIIective classroom instruction in order to
ensure that they would be successIul in learning.
As I move Iorward and continue to be an educator, I would continue to live up and be
inspired by the words oI Gardner that each and every student is intelligent, they only diIIer in
their type oI intelligences, one maybe more skilled than the other in diIIerent Iields. What we
DIFFERENTIATED LEARNING 23

educators are supposed to do is to consider these strengths and weaknesses and develop an
instruction most suitable Ior them than Ior use. AIter all they are the learners.



Conclusion
This research aimed at investigating the impact or inIluence oI diIIerentiated learning
in increasing student achievement in an ESL leaning environment. DiIIerentiated learning is
derived Irom the idea that each and every learner are diIIerent, a concept developed in
Gardner`s multiple intelligence theory. Because oI the identiIication oI the diIIerent types oI
intelligences, educators developed a more learner-centered instruction that Iocuses on the
student`s diIIerent intelligences and capabilities and Iurther develop their weaknesses. It is
here that diIIerentiated instruction is Iurther developed into a learning theory that is based on
the diversity oI students` strengths and weaknesses. From all the data gathered in this
research, it revealed that the use oI diIIerentiated learning in an ESL class does contribute to
the increase oI student achievement. DiIIerentiated learning is Iound to be an eIIective mode
oI instruction in an ESL class particularly because oI how this type oI instruction increases
student`s interest and motivation towards learning, a Iactor salient in achieving success in
education. Furthermore, it is Iound that with diIIerentiated instruction, an important Iactor,
which is consideration to student`s cultural diversity and not just learning level and style in a
language learning environment, increases student`s interest and participation in learning and
thus increases the opportunity Ior students to increase in their perIormance.
DIFFERENTIATED LEARNING 24

This investigation provides important inIormation in the Iield oI language learning
most especially in the Iield oI instruction in English as a Second Language. This research
would provide additional inIormation with regards to improving ESL instruction through the
consideration oI the importance oI student`s diversity in the success oI student`s learning. It
is important that we as educators should continue to gather researches and inIormation not
only in the aim oI improving instruction but as well as in improving student achievement.
Researches such as this, provides opportunities Ior educators to develop personal growth as
well as Ior students to develop personal and educational growth. The Iindings and
implications generated Irom this research are limited only to students in a culturally diverse
ESL class. Further research on the inIluence oI diIIerentiated learning in increasing student
achievement in an ESL class needs to be Iurther developed.








DIFFERENTIATED LEARNING 25





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