Teachers’ Perceptions on Differentiated Learning in Teaching English Speaking Skill Among Upper Secondary School Students: A Conceptual Paper

Abstract

In the field of language education, differentiated learning is a pedagogical strategy that adapts instruction to fit the various requirements of learners which has drawn a lot of interest. This study looks at how upper secondary school teachers perceive differentiated instruction in terms of its practical implementation, challenges, and effectiveness in improving students' English-speaking skills. This paper, which draws from existing literatures, emphasises important topics such as the differentiated learning in ESL classroom, teachers’ practices in differentiation instruction, and the effects of differentiated learning on student engagement. It also draws attention to challenges that teachers must overcome, such as teachers’ understanding on the differentiated learning, lack of resources and the requirement for professional growth. This paper attempts to provide insights on teachers’ perception of differentiated learning strategies in teaching English speaking skills among upper secondary school students, the effects and challenges faced by them.