scholarly journals A qualitative study on the experience of middle school English underachievers in their vocabulary and grammar learning

2014 ◽  
Vol 13 (3) ◽  
pp. 105-127 ◽  
Author(s):  
Beom Yoo
Keyword(s):  
Middle School ◽  
Qualitative Study ◽  
Grammar Learning ◽  
Middle School English

A Neglected Practice in Iran: EFL Teachers’ Differentiation for Gifted Students in Rural Schools

2020 ◽  
Vol 43 (3) ◽  
pp. 270-290
Author(s):  
Mohammad Sajedifard ◽  
Narminolsadat Shahgoli
Keyword(s):  
Middle School ◽  
Qualitative Study ◽  
Foreign Language ◽  
Rural Schools ◽  
Gifted Students ◽  
Data Sources ◽  
Teachers Perceptions ◽  
Differentiating Instruction ◽  
Efl Teachers ◽  
Middle School English

This qualitative study delved into 15 Iranian middle school English as a Foreign Language (EFL) teachers’ perceptions, practices, and challenges of differentiation for gifted students. To this end, a set of data sources including interviews, observation notes, and documents were used. Results of interview transcriptions exhibited that the rural EFL teachers primarily held negative or indifferent views of differentiating instruction for gifted students, and that their actual differentiation practices for gifted students left far more to be desired. In addition, a host of barriers to differentiation practices were cited by the teachers, including time, energy, and class size as the most impactful.

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