A Systematic Review on the Implementation of Differentiated Instruction for Teaching Writing
DOI:
https://doi.org/10.58879/ijcep.v5i3.50Keywords:
Differentiated Instruction, English language teaching, Teaching Writing, Systematic Literature ReviewAbstract
With increasing diversity in mainstream classrooms globally, the traditional "one-size-fits-all" teaching approach is no longer effective. This has led to the development of new teaching methods, like differentiated instruction, which is now a key focus of educational reform worldwide as it aims to address the diverse learning needs of students, a wide range of learning needs, interests, and readiness levels. Differentiated instruction offers a pedagogical framework that can personalize writing instruction, making it more effective and inclusive. This study adapts a systematic literature review study which aims to identify the trend of differentiated instructions practices and the challenges faced in its implementation for teaching writing. Guided by the PRISMA analysis protocol, this article reviews 18 peer-reviewed articles from google scholar and Scopus on the implementation of differentiated instruction for teaching writing, conducted from 2020 to 2025. A total of 18 peer-reviewed articles were selected based on specific inclusion criteria and analysed thematically following the PRISMA protocol. Thematic analysis reveals that successful DI practices involve flexible grouping, tiered writing tasks, ongoing formative assessment, and student-centered planning. Despite its effectiveness in promoting writing engagement and autonomy, challenges such as teachers' limited training, time constraints, and resource availability hinder optimal implementation. The review concludes with implications for professional development and policy recommendations for enhancing differentiated writing instruction.
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