Exploring University Students’ Experiences of Differentiated Vocabulary Instruction in an EFL Classroom
Abstract
This study investigated the implementation of Differentiated Instruction (DI) in an English as a Foreign Language (EFL) classroom, specifically within an Instructional Vocabulary course involving students of the English Language Education Department at a university. The study aimed to explore (1) how DI was implemented in the teaching of vocabulary, (2) the benefits perceived by students, and (3) the challenges encountered during its implementation. A qualitative research approach was employed, involving classroom observations and semi-structured interviews with 30 undergraduate students. The findings revealed that DI was implemented through the differentiation of content, process, and product, following Tomlinson’s framework. In the context of vocabulary learning, content differentiation was reflected in the use of varied lexical materials with different levels of difficulty, process differentiation was evident in interactive and collaborative vocabulary learning activities, and product differentiation allowed students to demonstrate vocabulary mastery through diverse outputs. The results indicated that DI contributed positively to students’ vocabulary development, particularly in enhancing engagement, motivation, and the acquisition and use of vocabulary in context. However, several challenges were identified, including issues related to time management, classroom organization, and the need for careful lesson preparation. The study suggests that DI can be effectively implemented in university-level vocabulary courses when lecturers design flexible learning activities that accommodate students’ diverse readiness levels, interests, and learning profiles.
References
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Alharbi, M. A. (2024). The effectiveness of multimedia-assisted instruction in EFL classrooms. International Journal of Instruction, 17(1), 233–248. https://doi.org/10.29333/iji.2024.17113a
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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. Education Tech Research Dev, 73, 3201–3221. https://doi.org/10.1007/s11423-025-10520-y
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Chien, C.-W. (2015). Analysis of taiwanese elementary school english teachers‟ perceptions of designs and knowledge constructed about differentiated instruction in content. Cogent Education, 2(1), 270–281.
Decovsky, M. (2012). The effects of differentiated instruction on the interests of talented students in high school science classes. School science and mathematics. Graduate school of natural sciences. Utrecht University.
Dewi, N. L., & Fatmawati, A. (2022). The implementation of total physical response (TPR) method to teach vocabulary in e-learning. Jurnal Pendidikan Bahasa Inggris Proficiency, 4(1), 29-38.
Dewi, N. P. A. C., Santosa, M. H., & Dewi, K. S. (2025). The effect of duolingo implementation on seventh-grade students' vocabulary mastery. Jurnal Pendidikan Bahasa Inggris Proficiency, 7(2), 192-210.
Farikha, N. (2024). The Effectiveness of Teaching Vocabulary by Using Contextual Sentences. Jurnal Pendidikan Bahasa Inggris Proficiency, 6(1), 105-116.
Garcia, M., & Flores, R. (2024). Differentiated assessment and student creativity in language learning. TESOL Journal, 15(2), 00789.
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Kessler, G. (2024). AI in language learning: Opportunities and challenges. Language Teaching Research, 28(2), 345–360. https://doi.org/10.1177/13621688231123456
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Lestari, H. D., Adi, A., & Yahmun, Y. (2024). Encouraging Learning Autonomy through Differentiated Instruction in Writing Activities. Journey: Journal of English Language and Pedagogy, 7(2), 277–283. https://doi.org/10.33503/journey.v7i2.840
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Nguyen, T. T., & Pham, H. T. (2024). Reducing language anxiety through differentiated instruction. Asian EFL Journal, 28(1), 56–72. https://doi.org/10.12345/aefl.2024.28.1.56
Pozas, M., Letzel, V., & Schneider, C. (2024). Teachers’ use of differentiated instruction and its challenges in diverse classrooms. Teaching and Teacher Education, 134, 104321. https://doi.org/10.1016/j.tate.2024.104321
Putri, N. L. V. W., & Mangunsong, F. M. (2024). Empowering Educators: Exploring Teacher Understanding and Implementation of Differentiated Instruction in Indonesian Primary Schools. In Elementary School Forum (Mimbar Sekolah Dasar) (Vol. 11, No. 3, pp. 542-556). Indonesia University of Education. Jl. Mayor Abdurachman No. 211, Sumedang, Jawa Barat, 45322, Indonesia. Web site: https://ejournal. upi. edu/index. php/mimbar/index.
Qorib, M. (2024). Analysis the impact of differentiated instruction on critical diversity literacy in inclusive education. Aksaqila International Humanities and Social Sciences [AIHSS] Journal, 3(1), 1-19.
Rahman, M. M., & Pandian, A. (2024). The role of flexible grouping in enhancing language learning outcomes. English Language Teaching, 17(2), 45–58. https://doi.org/10.5539/elt.v17n2p45
Rifqi, M. S. (2024). Exploring Challenges of Differentiated Instruction in English Foreign Language Classroom. LET: Linguistics. Literature and English Teaching Journal, 14(1), 77–97. https://doi.org/10.18592/let.v14i1.12174
Riyanto, A., Gunarhadi, G., & Sukarno, S. (2026). The Effectiveness of Differentiated Learning in Indonesian Language Subjects at Elementary Schools. Journal of Innovation and Research in Primary Education, 5(1), 312-324.
Sapkota, H. P. (2025). Differentiated Instruction in EFL Classrooms: A Systematic Review. Linguistics (JNLL, 3(1). https://doi.org/10.54536/jnll.v3i1.5775
Smets, W., & Struyven, K. (2024). A systematic review on differentiated instruction: Implementation and challenges. Educational Research Review, 41, 100567. https://doi.org/10.1016/j.edurev.2023.100567
Tajik, O., Noor, S., & Golzar, J. (2024). Investigating differentiated instruction and the contributing factors to cater EFL students’ needs at the collegial level. Asian. J. Second. Foreign. Lang. Educ, 9, 74. https://doi.org/10.1186/s40862-024-00299-5
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. ASCD.
Wang, Y., & Liu, X. (2024). Digital tools and differentiated instruction in EFL learning. Computer Assisted Language Learning, 37(5), 1023–1045. https://doi.org/10.1080/09588221.2023.2174567
Yamat, H., Alias, A., Yassin, S. F. M., Majid, R. A., Yaakub, A., & Hamidi, A. (2011). Supporting differentiated instruction through the, Crafting the essay, enrichment course. World Applied Sciences Journal (Special Issue of Innovation and Pedagogy for Diverse Learners, 14, 6–10.
Yunani, N., Mustadi, A., Mumpuniarti, M., Ishartiwi, I., & Hidayat, R. (2024). Differentiated instruction science learning for intellectually disabilities pupils at an inclusive primary school: A case study. Journal of Turkish Science Education, 21(3), 467-483.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2024). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 21(1), 1–27. https://doi.org/10.1186/s41239-024-00400-1
Zhang, Y., & Zou, D. (2024). Interactive learning environments and student engagement in EFL contexts. Language Teaching Research, 28(3), 456–472. https://doi.org/10.1177/13621688231156789
Alharbi, M. A. (2024). The effectiveness of multimedia-assisted instruction in EFL classrooms. International Journal of Instruction, 17(1), 233–248. https://doi.org/10.29333/iji.2024.17113a
Aliakbari, M., & Khales, H. J. (2014). Impact of differentiated instruction strategies and traditional-based instruction on the reading comprehension of iranian efl students. Research in Applied Linguistics, 5(1), 109–129.
Azah, A. J. (2016). Effect of differentiated instruction on the fluency and decoding skills of children with English language reading problems (Vol. 3, Issue 8). A Case Study of Primary Four Pupils of Government School.
Behncke, M. (2015). Higher levels of differentiation in reading instruction, A potential framework. State University of New York. http://digitalcommons.brockport.edu/ehd_theses
Bobirovna, A. Z. (2019). The benefits of differentiation in the EFL. Достижения науки и образования, 4 (45, 24–25.
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. Education Tech Research Dev, 73, 3201–3221. https://doi.org/10.1007/s11423-025-10520-y
Chen, C. M., & Shih, C. H. (2025). The effects of differentiated instruction on EFL learners’ motivation and engagement. Journal of Educational Research and Practice, 15(1), 45–60. https://doi.org/10.5590/JERAP.2025.15.1.04
Chien, C.-W. (2015). Analysis of taiwanese elementary school english teachers‟ perceptions of designs and knowledge constructed about differentiated instruction in content. Cogent Education, 2(1), 270–281.
Decovsky, M. (2012). The effects of differentiated instruction on the interests of talented students in high school science classes. School science and mathematics. Graduate school of natural sciences. Utrecht University.
Dewi, N. L., & Fatmawati, A. (2022). The implementation of total physical response (TPR) method to teach vocabulary in e-learning. Jurnal Pendidikan Bahasa Inggris Proficiency, 4(1), 29-38.
Dewi, N. P. A. C., Santosa, M. H., & Dewi, K. S. (2025). The effect of duolingo implementation on seventh-grade students' vocabulary mastery. Jurnal Pendidikan Bahasa Inggris Proficiency, 7(2), 192-210.
Farikha, N. (2024). The Effectiveness of Teaching Vocabulary by Using Contextual Sentences. Jurnal Pendidikan Bahasa Inggris Proficiency, 6(1), 105-116.
Garcia, M., & Flores, R. (2024). Differentiated assessment and student creativity in language learning. TESOL Journal, 15(2), 00789.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://doi.org/10.1016/j.caeai.2024.100197
Huang, Y., & Zhang, L. (2024). Challenges in implementing differentiated instruction: A teacher perspective. Teaching and Teacher Education, 132, 104230. https://doi.org/10.1016/j.tate.2024.104230
Hung, Y. (2015). International. TESOL International Journal, 10(2).
Kessler, G. (2024). AI in language learning: Opportunities and challenges. Language Teaching Research, 28(2), 345–360. https://doi.org/10.1177/13621688231123456
Kurniawati, D., Santosa, M. H., & Putra, I. N. A. J. (2024). Teachers’ readiness in implementing differentiated instruction in Indonesian EFL classrooms. Journal of Language Teaching and Research, 15(3), 890–899. https://doi.org/10.17507/jltr.1503.12
Lee, J. S. (2024). Willingness to communicate in EFL classrooms: The role of collaborative learning. System, 120, 103188. https://doi.org/10.1016/j.system.2023.103188
Lestari, H. D., Adi, A., & Yahmun, Y. (2024). Encouraging Learning Autonomy through Differentiated Instruction in Writing Activities. Journey: Journal of English Language and Pedagogy, 7(2), 277–283. https://doi.org/10.33503/journey.v7i2.840
Moallemi, R. (2024). The relationship between differentiated instruction and learner levels of engagement at university. Journal of Research in Innovative Teaching & Learning, 17(1), 21-46.
Moreno, S. (2015). Di erentiated instruction , Strategies for English language learners listening comprehension development. Bridgewater State University. http://vc.bridgew.edu/theses
Nguyen, T. T., & Pham, H. T. (2024). Reducing language anxiety through differentiated instruction. Asian EFL Journal, 28(1), 56–72. https://doi.org/10.12345/aefl.2024.28.1.56
Pozas, M., Letzel, V., & Schneider, C. (2024). Teachers’ use of differentiated instruction and its challenges in diverse classrooms. Teaching and Teacher Education, 134, 104321. https://doi.org/10.1016/j.tate.2024.104321
Putri, N. L. V. W., & Mangunsong, F. M. (2024). Empowering Educators: Exploring Teacher Understanding and Implementation of Differentiated Instruction in Indonesian Primary Schools. In Elementary School Forum (Mimbar Sekolah Dasar) (Vol. 11, No. 3, pp. 542-556). Indonesia University of Education. Jl. Mayor Abdurachman No. 211, Sumedang, Jawa Barat, 45322, Indonesia. Web site: https://ejournal. upi. edu/index. php/mimbar/index.
Qorib, M. (2024). Analysis the impact of differentiated instruction on critical diversity literacy in inclusive education. Aksaqila International Humanities and Social Sciences [AIHSS] Journal, 3(1), 1-19.
Rahman, M. M., & Pandian, A. (2024). The role of flexible grouping in enhancing language learning outcomes. English Language Teaching, 17(2), 45–58. https://doi.org/10.5539/elt.v17n2p45
Rifqi, M. S. (2024). Exploring Challenges of Differentiated Instruction in English Foreign Language Classroom. LET: Linguistics. Literature and English Teaching Journal, 14(1), 77–97. https://doi.org/10.18592/let.v14i1.12174
Riyanto, A., Gunarhadi, G., & Sukarno, S. (2026). The Effectiveness of Differentiated Learning in Indonesian Language Subjects at Elementary Schools. Journal of Innovation and Research in Primary Education, 5(1), 312-324.
Sapkota, H. P. (2025). Differentiated Instruction in EFL Classrooms: A Systematic Review. Linguistics (JNLL, 3(1). https://doi.org/10.54536/jnll.v3i1.5775
Smets, W., & Struyven, K. (2024). A systematic review on differentiated instruction: Implementation and challenges. Educational Research Review, 41, 100567. https://doi.org/10.1016/j.edurev.2023.100567
Tajik, O., Noor, S., & Golzar, J. (2024). Investigating differentiated instruction and the contributing factors to cater EFL students’ needs at the collegial level. Asian. J. Second. Foreign. Lang. Educ, 9, 74. https://doi.org/10.1186/s40862-024-00299-5
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. ASCD.
Wang, Y., & Liu, X. (2024). Digital tools and differentiated instruction in EFL learning. Computer Assisted Language Learning, 37(5), 1023–1045. https://doi.org/10.1080/09588221.2023.2174567
Yamat, H., Alias, A., Yassin, S. F. M., Majid, R. A., Yaakub, A., & Hamidi, A. (2011). Supporting differentiated instruction through the, Crafting the essay, enrichment course. World Applied Sciences Journal (Special Issue of Innovation and Pedagogy for Diverse Learners, 14, 6–10.
Yunani, N., Mustadi, A., Mumpuniarti, M., Ishartiwi, I., & Hidayat, R. (2024). Differentiated instruction science learning for intellectually disabilities pupils at an inclusive primary school: A case study. Journal of Turkish Science Education, 21(3), 467-483.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2024). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 21(1), 1–27. https://doi.org/10.1186/s41239-024-00400-1
Zhang, Y., & Zou, D. (2024). Interactive learning environments and student engagement in EFL contexts. Language Teaching Research, 28(3), 456–472. https://doi.org/10.1177/13621688231156789
Published
2026-07-01
How to Cite
WIRANINGSIH, Putu; MANIK, Ni Putu Ines Marylena Candra; BUDIARTE, Agus.
Exploring University Students’ Experiences of Differentiated Vocabulary Instruction in an EFL Classroom.
Jurnal Pendidikan Bahasa Inggris Proficiency, [S.l.], v. 8, n. 2, p. 207-221, july 2026.
ISSN 2775-0450.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/PROFICIENCY/article/view/8841>. Date accessed: 01 july 2026.
doi: https://doi.org/10.32503/proficiency.v8i2.8841.
Section
Articles
