THE STUDENTS’ PERCEPTION OF DIFFERENTIATED INSTRUCTION THROUGH EDUCATIONAL GAMES AND THEIR WILLINGNESS TO COMMUNICATE IN EFL CONTEXT

This research explores the connection between tailored instruction via educational games and students' willingness to communicate (WTC) in English in an Indonesian EFL setting. Anchored in interactionist and socio-cognitive theories of language acquisition, the study investigates how customized teaching methods —particularly game-based learning—impact learners' attitudes and communicative preparedness. Carried out at SMAN 21 Surabaya with 71 students from the eleventh grade, the research utilized a quantitative method involving structured Likert-scale questionnaires to assess perceptions of differentiated instruction and WTC. Descriptive statistics indicated that students had moderately favorable opinions about game-based differentiated instruction and showed a reasonable degree of communicative willingness. Owing to the non-normal distribution of data, Spearman’s rho correlation analysis was conducted, revealing a moderate and statistically significant positive correlation (ρ = 0.475, p < 0.01). The results indicate that students who hold more positive views of differentiated instruction through educational games display a greater readiness to participate in English communication. This emphasizes the educational importance of matching teaching methods with students' unique needs, preferences, and interests to enhance communicative confidence. The research presents actionable insights for EFL teachers and curriculum designers in creating inclusive, stimulating, and effective language learning settings that facilitate both cognitive and emotional growth in students.