There is a growing need today for teachers to tailor their instructions to meet the different learner profile and learning styles in the classroom. The ESL teacher has greater challenges given that the English language has become a global language, and that most ESL classrooms include students with a wide variety of academic needs, cultural backgrounds, learning styles, and languages. Differentiated instruction is the panacea to cater for all these challenges faced by the ESL teacher in this globalized era. In a differentiated classroom, the teacher closely assesses and monitors skills, knowledge levels and interests to determine effective ways for all students to learn; thereby ensuring learner-centredness, equity and inclusive education. This paper explores how content, method, material and assessment can be differentiated in a Reading Comprehension English as a Second Language class. The issues in this paper are based on the social development theory as propounded by Vygotsky (1978)
This study aimed to compare the effect of using web 2.0 writing tools blogs to wikis on developing third preparatory students’ English language writing skills. A two-group experimental design was used: the first experimental group studied through the blog application while the second one studied through the wiki application. The sample consisted of 30 students, fifteen of them were in the first experimental group, and the others resembled the second experimental one. The sample was randomly contributed to the both groups. The research instrument was a writing skills test to measure students’ writing skills. T-Test was used to compare between the two groups and to determine the significance of the differences. Findings revealed the effect of the two writing tools blogs and wikis on developing third preparatory students’ writing skills and there is no significant difference between blogs and wikis.
Students’ Perceptions of ESP Courses: The Case of the Preparatory Institute for Engineering Studies of Monastir Tunisia (Published)
This study aims to describe the educational situation of English for Specific Purposes within the Preparatory Institute for Engineering Studies of Monastir, Tunisia. In order to explore the attitudes of learners in this institution, a questionnaire was used. Scrutiny of the results shows that an overwhelming majority of these students are motivated to study English but there are some constraints related to time-table and teaching aids. Ultimately, this study aims to improve the educational situation of English for Specific Purposes in Tunisian higher education.