Promoting Inclusive Voices: Combining Differentiation Strategies for Active Oral Participation in Mixed-Level EFL Classrooms

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Fecha
2024Autor
Machuca, Damaris
Tapia, Violeta
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This investigation aimed to explore strategies for promoting inclusive oral participation
in mixed-level English as a Foreign Language (EFL) classrooms in Chile. The problem
addressed is the disparity in engagement caused by proficiency differences, where advanced
students often feel under-challenged, and less proficient learners avoid participation due to fear
of mistakes. These dynamics result in unequal opportunities, hindering motivation and oral skill
development for all students. Guided by the question of How do teachers and students perceive
and experience inclusive oral participation? the study focused on identifying influential factors,
analysing teacher strategies, and understanding student perceptions. A qualitative case study was
conducted in a subsidized high school in Santiago. Data were collected through semi-structured
interviews with a teacher and a focus group with four 10th-grade students, selected based on
proficiency levels and participation tendencies. Using thematic analysis, four themes emerged:
opportunities and challenges in mixed-level classrooms, anxiety and confidence, effective
participation strategies, and unequal participation dynamics. Findings revealed that peer
collaboration, differentiated instruction, and technology fostered inclusion, yet advanced students
expressed frustration with overburdened roles. Emotional barriers like fear of judgment
persisted, emphasizing the need for trust-building and motivational strategies. The pedagogical
contribution of this study lies in providing a framework for addressing proficiency gaps,
highlighting the importance of scaffolding, tailored instruction, and leveraging technology in
resource-limited EFL contexts. Future studies should investigate the lasting impacts of different
strategies in diverse environments to improve fair involvement.
Keywords: Mixed-level classrooms, oral participation, EFL, differentiation strategies
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