Implementing the Differentiated Instruction Approach in the Speaking Sequences: Exploring Secondary School English Teachers’ Perspectives and Challenges

Abstract

The Algerian educational system's persistent overemphasis on written assessments and grammar-focused instruction fails to address learners' diverse needs and undermines their communicative competence. In response to this concern, the present study explores Algerian secondary school EFL teachers' perspectives on Differentiated Instruction (DI) and the challenges they face when implementing it in speaking sequences in the educational context. The main objective is to explore how teachers perceive DI, how they apply it in their speaking sequences, and what obstacles hinder its effective and consistent implementation. A qualitative research approach was adopted, with a teacher questionnaire serving as the primary data collection tool and an interview as a complementary data collection tool, aiming to provide a broader institutional perspective on the challenges identified. The gathered data were analysed using thematic analysis to identify recurring patterns and themes related to teachers' perspectives, practices, and challenges. The findings revealed a significant gap between teachers' positive beliefs about DI and their actual implementation of it in speaking sequences, due to considerable systemic challenges including large class sizes, curriculum constraints, insufficient professional training, and limited institutional support. These results suggest that an effective DI implementation requires coordinated action at both the institutional and policy levels, including curriculum reform, reduced