DESIGNING INCLUSIVE EFL ACTIVITIES FOR MULTI-LEVEL LEARNERS THROUGH DIFFERENTIATION
Abstract
This article studies how inclusive EFL activities can be designed for multi-level learners through differentiation. The article analyses mixed-ability language classes, common learner differences, and practical classroom tasks that can be adapted by readiness, support level, and product. A small-scale pedagogical analysis is used together with review of recent studies on differentiated instruction and multi-level language teaching. The expected result is a clearer model for planning activities that keep all learners active, supported, and challenged in one classroom.
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