La Sunra, Nur Aeni, Fauzan Hari Sudding Sally
It is commonly acknowledged that differentiated instruction is a successful strategy for meeting the various learning demands of kids in the classroom. The purpose of this study was to investigate how students felt about the use of differentiated training in intensive speaking classes. A qualitative research design was employed, involving in-depth interviews with 25 university students enrolled in intensive speaking courses. The findings revealed that students generally perceived differentiated instruction as a valuable approach that catered to their individual learning preferences, strengths, and pacing. However, some students also expressed concerns about the potential challenges, such as time management and fairness in task assignments. The results suggest that while differentiated instruction is welcomed by students, careful planning and implementation are crucial to ensure its effectiveness and equity in the classroom. © 2026 Author(s).
Universitas Negeri Makassar, South Sulawesi, Indonesia
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