The Impact of Differentiated Instruction on Student Engagement and Academic Achievement in Chinese Secondary School English Language Classrooms
DOI:
https://doi.org/10.53797/ujssh.v4i2.20.2025Keywords:
Differentiated Instruction, Student Engagement, Academic Achievement, English Language Teaching, Secondary School, ChinaAbstract
This study investigates the impact of differentiated instruction on student engagement and academic achievement in secondary school English language classrooms, with a focus on implications for the Chinese educational context. Recognizing the diverse learning needs of students and the limitations of traditional, uniform instruction, the research sought to determine if tailoring pedagogical approaches could enhance student participation and learning outcomes. Employing a quantitative, quasi-experimental design, the study utilized a pre-test and post-test non-equivalent groups approach. Data on student engagement, encompassing behavioral, emotional, and cognitive dimensions, was collected via a validated questionnaire, while academic achievement was measured through standardized English language assessments. The sample comprised students from two intact secondary school English language classes in Malaysia, one serving as the experimental group receiving differentiated instruction and the other as a control group. Anticipated findings suggest that the implementation of differentiated instruction will lead to significantly higher levels of student engagement and improved academic achievement. These results are expected to underscore the critical role of adaptive teaching in fostering effective English language acquisition, offering valuable insights for educators, curriculum developers, and policymakers aiming to enhance pedagogical practices and student success in similar high-stakes, large-class environments, particularly in China.
References
Bi, M., Struyven, K., & Zhu, C. (2023). Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives. Frontiers in Psychology, 14, 1124259. https://doi.org/10.3389/fpsyg.2023.1124259
Chen, C. H., & Shih, D. J. (2025). Facilitating EFL students’ class engagement, motivation, self-efficacy, and achievements: adopting differentiated instruction in self-regulated flipped learning. Educational technology research and development, 1-21. https://doi.org/10.1007/s11423-025-10520-y
Fajar Rahmani, E., Riyanti, D., & Yoga Eka Pratiwi Negara, K. (2024). EFL Pre-Service Teachers’ Experiences in Implementing Differentiated Instruction during Teaching Practice Program. Jurnal Pendidikan Progresif, 14(2), 1245–1268. https://doi.org/10.23960/jpp.v14.i2.202490
Feng, X., Zhang, N., Yang, D., Lin, W., & Maulana, R. (2024). From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes. Learning Environments Research, 1-42. https://doi.org/10.1007/s10984-024-09518-9
Guo, Y., Xu, J., & Chen, C. (2023). Measurement of engagement in the foreign language classroom and its effect on language achievement: The case of Chinese college EFL students. International Review of Applied Linguistics in Language Teaching, 61(3), 1225-1270. https://doi.org/10.1515/iral-2021-0118
Subandiyah, H., Nasrullah, R., Ramadhan, R., Supratno, H., Raharjo, R. P., & Lukman, F. (2025). The impact of differentiated instruction on student engagement and achievement in Indonesian language learning. Cogent Education, 12(1), 2516378. https://doi.org/10.1080/2331186x.2025.2516378
Iqbal, J., Khan, A. M., & Nisar, M. (2020). Impact of Differentiated Instruction on Student Learning: Perception of Students and Teachers. Global Regional Review, V(I), 364–375. https://doi.org/10.31703/grr.2020(v-i).40
Jiang, Y., & Peng, J.-E. (2023). Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC. Computer Assisted Language Learning, 1–26. https://doi.org/10.1080/09588221.2022.2164777
Kim, C. (2022). Effects of Flipped Classroom on EFL College Students’ Intrinsic Motivation, Extrinsic Motivation and Self-Efficacy. The British and American Language and Literature Association of Korea, 147, 123–152. https://doi.org/10.21297/ballak.2022.147.123
Komarudin, K., Suherman, S., & Anggraini, A. (2021). Analysis of Mathematical Concept Understanding Capabilities: The Impact of Makerspae STEM Learning Approach Models and Student Learning Activities. Journal of Innovation in Educational and Cultural Research, 2(1), 35–43. https://doi.org/10.46843/jiecr.v2i1.21
Ma, X. (2024). Enhancing language skills and student engagement: Investigating the impact of Quizlet in teaching Chinese as a foreign language. Language Testing in Asia, 14(1), 5. https://doi.org/10.1186/s40468-024-00275-3
Nirwanto Maruf. (2023). The Interplay of Teachers’ Beliefs, Attitudes, and the Implementation of Differentiated Instruction in Indonesian EFL Contexts. English Review: Journal of English Education, 11(2), 357–364. https://doi.org/10.25134/erjee.v11i2.7251
Ramilo, J. P., & Ting, M. S. (2025). Effectiveness of Differentiated Instruction, Level of Engagement and Academic Performance of Students with Diverse Learning Needs in an Inclusive Classroom in SDO Calamba City.
https://doi.org/10.54660/.IJMRGE.2025.6.2.1406-1415
Saputri, L. A., Anwar, K., & Maruf, N. (2023). Exploring the Impact of Differentiated Instruction on Students’ Perception, Engagement, Motivation in EFL High School Education. Tell-Us Journal, 9(3), 623–644. https://doi.org/10.22202/tus.2023.v9i3.7380
Wenfeng, W., & Gao, X. (2008). English language education in China: A review of selected research. Journal of Multilingual and Multicultural Development, 29(5), 380-399. https://doi.org/10.1080/01434630802147908
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Yaping Song
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
