HANOI NATIONAL UNIVERSITY OF EDUCATION

FACULTY OF ENGLISH

RESEARCH PROPOSAL

EFFECT OF DIFFERENTIATED INSTRUCTIONS

ON GRADE-1 STUDENTS’ ENGAGEMENT AT A
PRIMARY SCHOOL

RESEARCH METHODOLOGY

Student : Phạm Thị Hoài

Cohort : K32
Lecturer : Dr. Tran Huong Quynh

Hanoi, September, 2023

Title: Effect of differentiated instructions on students’ engagement to ESL lesson at
a primary school
Key words: Differentiated Instruction, Students’ Engagement, Learning Styles,
Differentiation Strategies, Student Participation

I. INTRODUCTION.
1.1 Rationale
Effective communication and adaptability in social and cultural contexts are shaped by the
quality of primary school language instruction. Alhashmi and Bayan Elyas (2018) note that
students in mixed-ability classrooms exhibit varying learning capacities, demands,
interests, and styles. Teachers, as evidenced by Cox (2008), Levy (2008), McKenzie
(2007), Subban (2006), Farris (2005), Adami (2004), NMSA (2003), Theisen (2002), and
Robertson (1998), are tasked with creating inclusive learning environments, designing
effective teaching activities, and employing diverse teaching approaches to cater to
students' diverse needs.
Differentiated instruction (DI), a teaching philosophy endorsed by scholars like Alavinia
& Viyani (2018) and Tomlinson & Imbeau (2010), adapts to students' varied abilities and
preferences within a single classroom. It calls for continual reflection and adaptation in
teaching practices (Tomlinson & Imbeau, 2010). Engagement, a critical factor in learning,
influences the effectiveness of the learning process (Dornyei, 2005).
This intervention study applies DI to a control group: ESL students. Anderson (2007),
Coyne, Kaméenui, and Simmons (2004), Chapman & King (2003), and Tomlinson (1999)
emphasize differences among students in interests, skills, learning styles, and needs,
forming the basis for differentiated instruction. It involves adapting content, methods, and
outcomes to cater to varying student interests and readiness levels (Powers, 2008;
Tomlinson, 2001). Differentiated education is student-centered, multidimensional,
quantitative, evaluation-focused, and employs large-group, small-group, and individual
teaching (Tomlinson, 2001). Research shows that DI enhance social-emotional, behavioral,

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and cognitive skills like communication, involvement, listening, understanding, and
empathy.
In summary, language engagement is crucial in ESL education. Actively engaged students
are more likely to acquire language skills effectively. This research explores the impact of
differentiated instruction on language engagement, aiming to improve teaching methods
and outcomes for ESL students in Vietnam's unique educational context. Differentiated
instruction is a powerful approach that can help diverse learners overcome language
barriers more effectively.
1.2 Aims and objectives of the study
In light of the recent shift in the curriculum that encourages pedagogical differentiation and
the motivation to investigate English language attitudes of Vietnamese students. The aim
of this study is to determine the effect of the differentiated instruction approach on the
students’ attitudes towards ESL class in a primary in Vietnam.
To achieve that aim, the following objectives need to be attained to understand

- How DI are implemented in the English classroom to engage young learners

- If the differentiated instruction approach causes any changes on the students’

attitudes

1.3 Research questions

The research intends to answer the following 2 main questions:
1. How are DI implemented in the English classroom to engage young learners?
2. Does the differentiated instruction approach cause any changes on the Primary
Vietnamese students’ attitudes?
1.4 Scope of the study:
This study investigates the impact of Differentiated Instruction (DI) on ESL student
engagement and language acquisition in a primary school setting. It involves a diverse
group of primary school ESL students, focusing on their engagement levels during DI-
based English lessons. The research assesses engagement through qualitative methods,
comparing DI classrooms to traditional instruction settings. The study aims to identify
differences in engagement and language learning outcomes. Additionally, it explores the
challenges faced by teachers, the benefits of DI, and implications for ESL education, while
acknowledging limitations and suggesting potential future research areas.

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1.5 Significance of the study
The results of this study have significant implications for English language teachers,
who will benefit significantly from giving DI more attention. Previous research and other
educational texts have acknowledged the importance of using DI in teaching English
language effectively. The results of this study may help teachers teach English to students
more effectively and help keep English students interested in and motivated to keep
learning.

II. LITERATURE REVIEW

2.1 A list of subheadings/ bullet points in the literature review
• Differentiated Instruction
Differentiated Instruction (DI) is an educational approach that has gained significant
attention in recent decades for its effectiveness in addressing the diverse learning needs of
students. It encompasses multiple dimensions, including content, process, and product
adaptations, as well as flexible grouping and assessment strategies, all aimed at recognizing
and accommodating individual student differences. DI emphasizes the importance of
acknowledging student diversity, encompassing varying ability levels, interests, and
learning profiles. As a teaching method, DI draws on educational theories and principles
to establish inclusive, learner-centered classrooms, bridging potential achievement gaps
between high and low achievers. It tailors instruction to match students' aptitude, interests,
and learning styles, fostering a rigorous and engaging learning environment with diverse
learning pathways.
• Student engagement
Student engagement is a multifaceted concept encompassing various dimensions, including
physical, psychological, emotional, and social cognitive aspects. It has a significant impact
on students' academic success and overall learning experiences. In the context of English
language learning, motivation and interest are central to fostering engagement, while
teacher practices are instrumental in facilitating student participation and involvement.
Understanding and promoting student engagement is vital for educators and institutions
seeking to enhance the quality of education and student outcomes.
• Previous studies and gap in research

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Previous research highlights the positive impact of Differentiated Instruction (DI) on
student achievement, particularly in diverse language classrooms. Studies by Beasley and
Beck (2017) and Aliakbari and Haghighi (2014) confirm the effectiveness of DI,
transcending socioeconomic factors and learning preferences. However, a gap remains
between perceived and actual efficacy, requiring further action research (Anderson, 2007;
Subban, 2006; Tomlinson & Allan, 2000).
Vietnam currently lacks scientific studies on DI, despite its potential to enhance student
success, motivation, and classroom behavior. Our study addresses this gap by examining
the influence of DI on student attitudes in Vietnamese ESL classes.
2.2. Theoretical framework
The research aims to provide a comprehensive understanding of how DI practices can
enhance students’ engagement in ESL lessons at a primary school, considering the unique
cultural and contextual factors at play. The framework serves as a guide for investigating
the research questions and interpreting the findings.
a. Differentiated Instruction (DI): At the core of the framework is the concept of
Differentiated Instruction itself. DI is informed by the belief that students have
diverse learning needs, and it seeks to tailor instruction to meet these individual
needs. This theory is central to understanding how instructional strategies can
impact student engagement.
b. Student Engagement: Drawing from Fredricks et al. (2004) and other scholars, the
framework incorporates the multifaceted nature of student engagement,
encompassing physical, psychological, emotional, and social cognition
engagement. This comprehensive view of engagement is essential for assessing its
impact on student learning and success.
c. Educational Theories: The framework integrates various educational theories,
including constructivism and socio-cultural theory. These theories emphasize the
importance of active student participation, social interaction, and the role of the
learning environment in shaping student engagement.
d. Motivation: Motivation theories, such as Self-Determination Theory (SDT) by
Deci and Ryan (1985), are also woven into the framework. These theories highlight
the role of intrinsic motivation in fostering student engagement and how DI can
influence students' motivation to learn English.

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 e. Cultural and Contextual Factors: Acknowledging the context of the research in a
primary school ESL setting in a specific cultural context (Vietnam), the framework
considers cultural and contextual factors that may influence both DI
implementation and student engagement.
f. Research Gap: The framework identifies the existing gap in research related to the
effectiveness of DI in ESL classes, particularly within the Vietnamese educational
context, as a basis for the study's significance and purpose.
2.3. Present one bullet point in the literature review
Differentiated Instruction
A. Definitions of Differentiated Instruction
In recent decades, Differentiated Instruction (DI) has received considerable attention in
the field of education. It is known as an instructional method that effectively addresses
the diverse learning requirements of students. (Tomlinson, 1999) Differentiated
Instruction is a pedagogical approach that acknowledges the diversity of learners in a
classroom and tailors instruction to suit their individual needs. This differentiation
incorporates multiple dimensions, each of which contributes to an all-encompassing
comprehension of the concept. At its essence, DI emphasizes student diversity
recognition. Differentiation, according to Tomlinson (1995), recognizes that students'
ability levels, interests, and learning profiles vary. It acknowledges that an approach that
fits everyone does not adequately address the distinctive characteristics and learning
styles of each pupil.DI encompasses three fundamental dimensions: content, process, and
product (Tomlinson & Allan, 2000). Teachers modify what students learn or how they
obtain access to the curriculum in terms of content. This may entail offering alternative
readings, materials, or resources. Regarding procedure, DI modifies how students
comprehend and make sense of the content. It may entail different instructional strategies,
grouping structures, or pacing. Differentiation enables students to demonstrate their
knowledge in various ways, including through projects, presentations, and written
assignments.
Consequently, differentiated instruction is a multifaceted concept that addresses the
varied learning requirements of students by adapting content, process, and product and
employing flexible grouping and assessment strategies. The definitions of DI emphasize
its dedication to recognizing and addressing individual differences, nurturing inclusive
classrooms, and promoting educational equity. Understanding the various dimensions of

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DI is essential for educators who wish to effectively implement this pedagogical
approach and meet the diverse requirements of students.
B. Differentiated Instruction as a teaching method
Differentiated Instruction is based on educational theories, principles, and empirical
research. It seeks to establish inclusive, learner-centered classrooms where diverse students
can flourish.
DI is a teaching strategy that seeks to close potential achievement gaps between high and
low achievers and, as a result, reduce school failure (Tobin & Tippett, 2014) by creating a
learning environment in which all differences are valued and embraced (Bostin-Bratu &
Negoescu, 2016). According to Hall (2002), DI is a combination of multiple educational
theories and practices that are effective. In fact, DI is not viewed as a single strategy, but
rather as a teaching approach that incorporates multiple strategies (Watts-Taffe, Laster,
Broach, Marinak, McDonald-Connor, & Walker-Dalhouse, 2012), as it addresses a variety
of children's differences on multiple levels and based on a variety of characteristics
(Heacox, 2002).
Consequently, the beginning of instruction corresponds to the child's level of aptitude,
interests, and learning style (Tomlinson, 1999). The teacher who differentiates instruction
does not expect students to adapt to his/her instruction, but rather tailors the teaching and
learning process to their needs (Gregory & Chapman, 2007; Faber, Glas, & Visscher,
2018). In addition, the lesson incorporates a variety of sources, materials, and assignments
with varying degrees of difficulty, as well as multiple classroom arrangements and support
levels. In this regard, instruction is rigorous, engaging, and developmentally appropriate
(Taylor, 2015). The learning objectives are attained through a variety of learning paths
(Tobin & McInnes, 2008) because DI incorporates diverse and adaptable modes of
exposition, expression, and learner engagement in the learning process (Tobin & Tippett,
2014).

III. RESEARCH METHODOLOGY

3.1 Research approach
This study employs a qualitative research approach to explore the impact of Differentiated
Instruction (DI) on student engagement in ESL (English as a Second Language) lessons at
a primary school. Qualitative methods, including in-depth interviews with teachers, student
focus groups, classroom observations, and document analysis, will be utilized to collect
non-numerical data. Thematic and content analysis will be employed for data analysis.
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Ethical considerations will be paramount. This research aims to provide a comprehensive
understanding of how DI is perceived and practiced, shedding light on its influence on
student engagement in ESL classrooms, contributing valuable insights to the educational
field.
3.2 Research design

This study employs action research, defined by Richards and Lockhart as teacher-initiated
classroom investigation aimed at improving teaching and learning practices. It enhances
teachers' professional growth and teaching methods. The research strategy involves
implementing Differentiated Instruction (DI) to engage students effectively. Three research
methods—observation, interviews, document analysis —are used to assess DI's impact.
The study involves English teachers and 90 first-grade students from a Hanoi Primary
School. The primary goal is to enhance student engagement through tailored instruction.
This research aims to uncover how DI influences teaching practices and student
engagement in English education.

3.3 Research setting

Research conducted at the Primary School shows 90 students from 3 different classes.
Students participate in a traditional classroom session, listen to the teacher's lecture and
raise their hands to speak as usual. I realize that ESL classrooms typically encompass a
wide spectrum of learners with varying language proficiency levels. Thereore, there are a
number of advanced students losing their positive attiudes in learning. On the other hand,
DI promotes an inclusive classroom environment where all students feel valued and
capable of success. Thus I decided to make a fundamental change in teaching by
incorporating DI into the lessons to promote class engagement by the students.
My research will take two months, from October 2023 to December 2023. The students
will be contacted to participate in the study.
3.4 Research participants
This study includes 90 participants from 3 different classes of the primary school with 30
students in each class and 3 English teachers.
The students selected to participate in the study are the first-grade students, whom the
researcher teaches English to. It is convenient for the researcher to conduct research while
working with her own students to gather data. The students’ level is at the beginning level

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to A2 levels. There are 35 females and 55 males. They all come from different districts in
Ha Noi City. Every week, the students have two English lessons based on “Tiếng Anh 1 “.
The teachers are the researcher’s colleagues. They are both 1st-grade teachers at the
same elementary school.
3.5 Research procedure
Selection of Participants: The study will involve English teachers and 90 first-grade
students from a primary school in Hanoi, Vietnam. The teachers will play a crucial role in
implementing Differentiated Instruction (DI) in their classrooms, while the students will
be the recipients of the DI approach.
Training for Teachers: Before the study commences, participating teachers will receive
training on the principles and practices of Differentiated Instruction. This training will
ensure that teachers have a clear understanding of how to adapt their teaching methods to
suit individual student needs.
Implementation of DI: Over a specified period, teachers will integrate DI into their English
language teaching. They will design and implement lessons that consider students' diverse
learning styles, abilities, and interests.
Data Collection - Phase 1: Interviews and Focus Groups
a. Teacher Interviews: In-depth interviews will be conducted with English teachers who
have experience with DI. These interviews will explore their perspectives, experiences, and
practices related to DI in ESL classes.
b. Student Focus Groups: Focus group discussions will be organized with students from
classes where DI is implemented. These discussions will provide insights into student
experiences, emotions, and engagement in ESL lessons with DI.
Data Collection - Phase 2: Classroom Observations
a. Observation Schedule: Researchers will develop an observation schedule outlining the
specific ESL lessons and classrooms to be observed.
b. Classroom Observations: Researchers will conduct direct observations in ESL
classrooms where DI is practiced. Observations will focus on how teachers implement DI
strategies and how students engage with these strategies.
Data Collection - Phase 3: Document Analysis
a. Gathering Documents: Relevant documents, such as educational materials, lesson plans,
and records related to the integration of DI, will be collected from participating teachers.

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b. Document Analysis: A thorough analysis of these documents will be conducted to gain
insights into the instructional strategies employed in ESL classrooms with DI.

Data Analysis: Data collected from interviews, focus groups, classroom observations, and
document analysis will undergo qualitative data analysis. Thematic analysis and content
analysis will be employed to identify recurring themes, patterns, and qualitative insights.
Data Triangulation: The research will employ data triangulation by comparing and
contrasting findings from interviews, focus groups, observations, and document analysis
to ensure the validity and reliability of results.
Conclusion: The findings of the study will be compiled into a comprehensive report, which
will include a discussion of the results, their implications, and recommendations for future
practice. This research aims to provide valuable insights into the impact of DI on student
engagement in ESL lessons and contribute to the enhancement of English language
education in primary schools.
Monitoring and Evaluation:
Regularly assess the implementation of DI strategies through observations and feedback
from teachers and students.
Continuous monitoring and evaluation to ensure the effectiveness of the treatment plan.
Timeline:
Implement the treatment plan over 7 weeks
Week Activities
1 • Selection of Participants
• Training for Teachers
2 • Interviewing teachers and students about their thoughts in ESL
lesson and DI
• Observation of ESL class before implementing DI
3, 4, 5, 6 • Employ multiple data collection methods to assess the impact of DI
on student engagement.
• Classroom Observations: Researchers will observe classroom
sessions to evaluate the implementation of DI and student
responses.
• Interviews: Conduct interviews with both teachers and students to
gather insights into their experiences and perceptions of DI.

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 • Collect relevant documents such as educational materials, lesson
plans, and records related to DI from participating teachers.
• Analyze these documents to gain insights into the instructional
strategies employed in ESL classrooms with DI
7 • Qualitative data analysis will be conducted on data collected from
interviews, focus groups, classroom observations, and document
analysis.
• Employ thematic analysis and content analysis to identify recurring
themes, patterns, and qualitative insights.
• Compare and contrast findings from interviews, focus groups,
observations, and document analysis to ensure the validity and
reliability of results.

Outcome Measurement:
Measure success by tracking improvements in student engagement, ESL learning
outcomes, and teacher satisfaction with DI strategies.
Provide a qualitative understanding of the impact of DI on ESL lessons.
This treatment plan will provide a comprehensive assessment of DI's influence on student
engagement in ESL lessons and facilitate improvements in English language education
practices.
3.6 Research instruments
In this research study focused on exploring the impact of Differentiated Instruction (DI) on
student engagement in ESL lessons, several research instruments will be employed to
collect data from multiple perspectives.
In-Depth Interviews:
Purpose: In-depth interviews will be conducted with English teachers who have experience
with DI in ESL classes.
Description: These interviews aim to gather rich qualitative data about teachers'
perspectives, experiences, and instructional practices related to DI. Teachers will be asked
about their motivations for using DI, the challenges they face, and the perceived impact on
student engagement.
Format: Semi-structured interviews with open-ended questions to encourage participants
to express their thoughts and experiences freely.

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Focus Group Discussions:
Purpose: Focus group discussions will involve students from classes where DI is
implemented to understand their experiences, emotions, and engagement in ESL lessons.
Description: These discussions provide a platform for students to express their viewpoints
collectively. They will be encouraged to discuss their feelings, experiences, and
engagement levels when DI strategies are used in the classroom.
Format: Focus group discussions will be semi-structured, allowing for guided
conversations while permitting students to share their thoughts and feelings openly.
Classroom Observations:
Purpose: Classroom observations will provide a firsthand view of how teachers implement
DI strategies and how students engage with these strategies.
Description: Researchers will directly observe ESL lessons where DI is practiced.
Observations will focus on teacher-student interactions, instructional methods, and
students' active participation.
Format: Structured observation checklist to document specific DI strategies employed,
student participation levels, and any notable observations.
Document Analysis:
Purpose: Documents such as educational materials, lesson plans, and records related to the
integration of DI will be analyzed to gain insights into instructional strategies.
Description: This instrument will provide an additional layer of qualitative data by
examining the written artifacts of DI implementation. It can reveal how teachers plan and
structure their lessons using DI principles.
Format: A systematic review of documents collected from participating teachers.
3.7 Data collecting procedures
In-Depth Interviews:
The research will incorporate in-depth interviews as a primary data collection method.
These interviews will involve experienced English teachers who have previously employed
Differentiated Instruction (DI) in ESL classes. The procedure for these interviews will
begin with securing prior consent from the participants, ensuring their willingness to
engage in the research process. Structured as semi-structured interviews, this approach will
employ open-ended questions to allow teachers the flexibility to share their experiences,
perceptions, and practices concerning DI. The interviews will be conducted in a private

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and comfortable setting, typically within the school premises, to create a conducive
environment for open and candid discussions with the participants.
Focus Group Discussions:
Focus group discussions will involve students from DI-implemented classes, with careful
attention to ethical considerations, including obtaining informed consent from students and
parents/guardians. Facilitated by researchers, these discussions will encourage students to
openly share their experiences with DI in ESL lessons. The discussions will take place in
a confidential and comfortable school environment.
Classroom Observations:
Classroom observations will be integral to this research. A structured observation schedule
will be created, outlining specific ESL classes for observation, with prior consent from
teachers. Trained observers will meticulously document DI implementation and student
engagement using checklists, providing insights into DI's practical application in ESL
classrooms and its impact on student engagement.
Document Analysis:
The document analysis in this research is essential for understanding instructional
strategies in ESL classrooms using Differentiated Instruction (DI). Researchers will adopt
a systematic approach, beginning with the collection of relevant documents like
educational materials, lesson plans, and DI-related records from participating teachers.
Subsequently, a rigorous data collection process will follow, involving the systematic
analysis of these documents. Researchers will meticulously examine them to uncover
insights into the specific DI strategies used in ESL classrooms. This method will offer a
detailed perspective on teachers' instructional approaches and their impact on student
engagement within the context of DI, contributing to a comprehensive understanding of
the research topic.
3.8 Data analysis
Data triangulation will be employed to compare and contrast findings from different data
sources, ensuring the validity and reliability of the results. This multifaceted data analysis
approach will contribute to a nuanced understanding of how DI is perceived and practiced
in ESL classrooms and its impact on student engagement.
In-Depth Interviews: The transcriptions of in-depth interviews with experienced English
teachers will undergo thematic analysis. Researchers will identify recurring themes related
to teachers' experiences, perceptions, and practices concerning Differentiated Instruction

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(DI) in ESL classes. These themes will provide insights into how DI is implemented and
perceived by educators.
Focus Group Discussions: Data from focus group discussions with students will also be
subjected to thematic analysis. This process will identify common themes in students'
experiences with DI in ESL lessons, shedding light on their perspectives and emotions
regarding DI.
Classroom Observations: Observational data will be analyzed using structured checklists.
Researchers will analyze the observations to understand the practical application of DI in
ESL classrooms. This analysis will include how teachers implement DI strategies and the
corresponding levels of student engagement.
Document Analysis: The systematic analysis of documents, including educational
materials, lesson plans, and DI-related records, will involve content analysis. Researchers
will extract information about specific DI strategies used in ESL classrooms, providing a
detailed view of instructional approaches and their implications for student engagement.
4. Appendices (+)
4.1. Data collection instruments
Appendix A:
Interview Questions: In-Depth Interviews with Experienced English Teachers
Background Information:
• How many years of experience do you have as an English teacher?
• Have you received any specific training or professional development related to
Differentiated Instruction (DI)? If yes, please provide details.
Experiences with DI in ESL Classes:
• Can you describe your experiences with implementing DI in ESL classes?
• What motivated you to incorporate DI into your teaching practices?
• Could you share specific examples of how you have adapted your teaching methods
to suit the diverse needs of ESL students through DI?
Perceptions of DI:
• How do you perceive the impact of DI on ESL students' engagement and learning
outcomes?
• What challenges, if any, have you encountered while implementing DI in ESL
classes?
• How have your perceptions of DI evolved over time, if at all?

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DI Practices:
• What DI strategies or techniques do you find most effective in ESL instruction?
• How do you assess the effectiveness of DI in your ESL classes?
• Are there any resources or materials that you regularly use to support DI in ESL
teaching?
Final Thoughts:
• Is there anything else you would like to share about your experiences with DI in
ESL classes?
• Do you have any recommendations or advice for educators who are considering
implementing DI in their ESL instruction?
Appendix B: Observation Checklist
Observer's Name: _________________________________________________________
Date of Observation: _______________________________________________________
Classroom Information: ________[Class Name/Grade, School Name]________________
Teacher's Name: __________________________________________________________
Class Size: [Number of Students]_____________________________________________
Duration of the Lesson: [Start and End Time]____________________________________
DI Strategies Used:
The DI strategies employed during the lesson.
o Varied Learning Materials
o Flexible Grouping
o Individualized Tasks
o Varied Instructional Strategies
o Choices for Students
o Other (Specify): ________________________
How well the teacher adapts instruction to individual student needs.
o Strongly Adapted
o Moderately Adapted
o Minimally Adapted
o Not Adapted
The overall level of student participation.
o Actively Engaged
o Moderately Engaged

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 o Disengaged
o Not Applicable (e.g., teacher instruction)
Student Interactions: Note any instances of peer interactions among students during the
lesson.
o Collaborative
o Minimal Interaction
o Isolated
The quality and depth of student responses to teacher prompts or tasks.
o High Quality/Deep Thinking
o Moderate Quality/Thinking
o Superficial Responses
The nature of interactions between the teacher and students.
o Supportive and Encouraging
o Neutral
o Corrective/Authoritative
The overall level of student engagement during the lesson.
o High Engagement
o Moderate Engagement
o Low Engagement
Additional Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4.2 References
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Preventing School Failure, 51(3), 49-54.

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