DIFFERENTIATED LEARNING PRACTICED BY SOFTWARE ENGINEERING STUDENTS IN THE WRITING CLASS

Vocational school students present heterogeneous educational backgrounds and varying levels of academic aptitude, resulting in a wide range of English language proficiency, spanning from beginner to advanced levels. Additionally, their motivation and interest in acquiring English language skills vary significantly. Implementing a differentiated instructional approach enables teachers to design and adapt writing tasks to align with individual students’ proficiency levels. Implementing differentiated learning through integrating digital platforms such as Canva, Google Docs, and Pixton represents an innovative approach employed by the teacher, making this finding a novel contribution to the research. This strategy promotes more efficient learning outcomes while mitigating the risk of students experiencing cognitive overload or diminished engagement. This study explores the differentiated teaching strategies practiced by the teacher and the student’s attitudes toward the strategies. Using a narrative inquiry design, data was collected through interviews and video-based classroom observation. The findings show that collaborative strategies, varied tasks, and motivation enhancement can increase students' learning enthusiasm in writing.