VIRTUAL DIFFERENTIATED INSTRUCTION AND ITS IMPLEMENTATION IN MANDARIN TEACHING: A REVIEW

Authors

DOI:

https://doi.org/10.24200/jonus.vol6iss2pp231-249

Abstract

Differentiated instruction, also known as differentiated learning, is a teaching philosophy that considers the needs of all students, including when they are in a virtual learning environment. Virtual strategies and differentiated instruction could be tailored to every learner’s needs and are more convincing than the traditional “one-size-fits-all” approach to teaching. Virtual differentiated instruction shows concerns about students’ existence, encouraging engagement while fulfilling the needs of high-performance students. However, there is little information regarding the application of virtual differentiated instruction by teachers. Besides, teachers might not regularly adapt instruction to students’ specific characteristics. Hence, this research intends to determine the status of differentiated instruction’s implementation in Mandarin virtual learning. The review demonstrates that educators are aware of the existence and importance of differentiated instruction. The practice of differentiated instruction is growing among Mandarin educators, with voices urging proper training and guidance for its realisation. Of late, Mandarin researchers have been focusing on technology-enhanced learning. Scholars have directly or indirectly been applying the differentiated instruction approach in their teaching practices, positively impacting students’ learning. Nevertheless, some discrepancies need to be considered in ensuring its success. Understanding differentiated instruction in Mandarin virtual classes can help instructors adopt the approach efficiently with attuned strategies to cater to students’ diversity. It could also provide ideas to other educators on differentiating their teaching strategies to enhance students’ learning performances.

Keywords: Differentiated instruction, virtual learning, Mandarin foreign language, technology-enhance learning, students’ diversity.

Author Biographies

  • Nurul Ain Chua, Language and Communication Department, Centre of Fundamental and Continuing Education (PPAL), Universiti Malaysia Terengganu.

    Dr Nurul Ain Chua Binti Abdullah is a senior lecturer, and she is currently teaching Mandarin as the third language to non-native learners at Universiti Malaysia Terengganu, Malaysia. She has teaching experience at the primary, secondary, and tertiary levels for more than 28 years. The author has been actively presenting papers at national and international conferences. She is interested in education, Mandarin/foreign language teaching and learning, curriculum, mobile learning, motivation, and learning strategies

  • Goh Ying Soon, Academy of Language Studies, MARA University of Technology, 21080 Kuala Terengganu, Terengganu, Malaysia

    Dr Goh Ying Soon is a senior lecturer, and he is currently teaching Mandarin as the third language to non-native learners at MARA University of Technology, Malaysia. He is a member of the International Society for Chinese Language Teaching. Dr Goh has taught Mandarin at the primary, secondary, and tertiary levels for more than 25 years. He has been actively presenting papers at national and international conferences. His research interests are on educational technology in Mandarin teaching and learning, web-based instruction, translation, etc.

  • Mohd Yusri Ibrahim, Language and Communication Department, Centre of Fundamental and Continuing Education (PPAL), Universiti Malaysia Terengganu.

    Assc. Prof.  Dr Mohd Yusri Ibrahim is an associate professor in the Language and Communication Department at the Universiti Malaysia Terengganu's Centre of Fundamental and Continuing Education (PPAL). His area of expertise is political communication. He is involved in organisational, leadership, and political communication research, publication, and teaching. He frequently gives talks about writing and research methodology. He obtains grants from governments, industries, universities, and the Malaysian Ministry of Higher Education. He has over 20 articles published in peer-reviewed journals, a book, a monograph, and several chapters in the book.

  • Che Hasniza Che Noh, Language and Communication Department, Centre of Fundamental and Continuing Education (PPAL), Universiti Malaysia Terengganu.

    Assoc. Prof. Dr Che Hasniza Che Noh is an associate professor in the Language and Communication Department, Centre for Foundation and Continuing Education, University Malaysia Terengganu. She secures several research grants, including university and Ministry of Higher Education Malaysia grants. She is interested in communication, social media, and interpersonal relationships. She has over 20 articles in peer-review journals, book, monograph, and chapters in the book.

  • Noor Rohana Mansor, Language and Communication Department, Centre of Fundamental and Continuing Education (PPAL), Universiti Malaysia Terengganu.

    Assoc. Prof. Dr Noor Rohana Mansor is an associate professor in the Language and Communication Department, Centre for Foundation and Continuing Education, University Malaysia Terengganu. She secures several research grants, including university and Ministry of Higher Education Malaysia grants. She is interested in Malay Language Studies, Thinking Skills and Hot Order Thinking Skills. She has over ten journals in peer-review journals, 13 books and monographs.

  • Che Mohd Zaid, Language and Communication Department, Centre of Fundamental and Continuing Education (PPAL), Universiti Malaysia Terengganu.

    Dr Che Mohd Zaid Yusof is a PhD holder and works as a senior lecturer at the Center for Foundation and Continuing Education (PPAL), Universiti Malaysia Terengganu, Malaysia. He has published 7 articles Scopus/ WoS indexed. He earned his PhD in Education from the University of Malaya, Malaysia, specialising in learning environment. His research interests are in the areas of education, language learning environment, curriculum and linguistic.

  • Roswati Abdul Rashid, Language and Communication Department, Centre of Fundamental and Continuing Education (PPAL), Universiti Malaysia Terengganu.

    Dr Roswati Abdul Rashid is a senior lecturer of Japanese Language at the Centre of Fundamental and Continuing Studies (PPAL), University Malaysia Terengganu. Her expertise is Applied Linguistics. She is active in research, publication, and teaching in the field of Japanese language, discourse analysis and tourism communication. Her research interests focus on Japanese Language in tourism.

  • Min Shen, Language Centre, Universiti Brunei Darussalam, Jalan Tungku Link, BE1410 Brunei Darussalam

    Min Shen is currently an assistant professor at the Universiti Brunei Darussalam. Her research interest involves teaching Chinese as a foreign language, intercultural factors in FL Chinese education, Chinese education in overseas Chinese communities and Chinese Language and civilization. Her work has been published in the Journal of EDUCARE, Macro linguistics, and The IAFOR International Conference on Language Learning.

References

Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(1), 341–358.

Arnold, N., & Ducate, L. (2015). Contextualised views of practices and competencies in call teacher education research. Language Learning & Technology, 19(1), 1-9.

Baron, L. S., Hogan, T. P., Schechter, R. L., Hook, P. E., & Brooke, E. C. (2019). Can educational technology effectively differentiate instruction for reader profiles? Reading and Writing, 32(9), 2327–2352.

Beck, D., & Beasley, J. (2020). Identifying the differentiation practices of virtual school teachers. Education and Information Technologies, 26(1), 2191–2205.

Bosker, R. J. (2005). De Grenzen van Gedifferentiëerd Onderwijs. Rijksuniversiteit Groningen.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academies Press.

Callum, K. M., Day, S., Skelton, D., Lengyl, I., & Verhaart, M. (2015). A multiple case study approach exploring innovation, pedagogical transformation and inclusion for mobile learning. Communications in Computer and Information Science.

Chen, L., & Zhan, H. (2020). Wechat assisted differentiated CFL instruction in study abroad: A pilot case study. Journal of Technology and Chinese Language Teaching, 11(2), 64–92.

Chua, N. A., Tajuddin, A. J. B. A., Soon, G. Y., Rashid, R. A., Zakaria, R., Zaid, C. M., & Ahmad, M. (2020). Classroom research on Mandarin foreign language learning via smartphone applications. Journal of Physics: Conference Series, 1529(4), 1–8.

Corno, L. (2008). On teaching adaptively. Journal of Educational Psychology, 43(1), 161–173.

Coubergs, C., Struyven, K., Engels, N., Cools, W., & De Martelaer, K. (2013). Binnenklas-Differentiatie. Leerkansen Voor Alle Leerlingen. Uitgeverij Acco.

Denessen, E. J. P. G., & Douglas, A. S. (2015). Teacher expectations and within-classroom differentiation. In C. M. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), Routledge international handbook of social psychology of the classroom (pp. 296-303).
Routledge.

Dewey, J. (1938). Experience and education. Kappa Delta Pi.

Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111–127.

Fernandez, R. Z. (2014). Teaching Chinese in heterogeneous classrooms: Strategies and practices [L'enseignement Du Chinois Dans Une Classe Heterogene: Strategies Et Pratiques]. Linguistica.

Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Ibrahim, N., Kamaruddin, S. F., & Ling, T. H. (2017). Interactive educational Android mobile app for students learning Chinese characters writing. In 2017 International Conference on Computer and Drone Applications (IConDA) (Vol. 2018-January,
pp. 96–101). IEEE.

Ismail, S. A. A., & Al Allaq, K. (2019). The nature of cooperative learning and differentiated instruction practices in English classes. SAGE Open, 9(2), 1-17.

James, D., & Kang, R. (2009). Differentiated instruction: One school' s survey analysis. The Journal of Student Research at GCSU, 10(1), 169–191.

Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Review of Educational Research, 86(1), 42–78.

Kulik, C. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: a meta-analysis. Review of Educational Research, 60(1), 265–299.

Lee, C., Yeung, A. S., & Ip. T. (2016). Use of computer technology for english language learning: Do learning styles, gender, and age matter? Computer Assisted Language Learning, 29(5), 1033–1049.

Lin, C.-H., Liu, H. X., & Hu, Y. (2017). Technology and the education of Chinese-language teachers: Where are we now? Journal of Technology and Chinese Language Teaching, 8(1), 1−15.

Lindner, K. T., Alnahdi, G. H., Wahl, S., & Schwab, S. (2019). Perceived differentiation and personalisation teaching approaches in inclusive classrooms: Perspectives of students and teachers. Frontiers in Education, 4(58), 1-11.

Lu, J., Meng, S., & Tam, V. (2014). Learning Chinese characters via mobile technology in a primary school classroom. Educational Media International, 51(3), 166–184.

Lyu, B., & Qi, X. (2020). A review of research on technology-assisted teaching and learning of Chinese as a second or foreign language from 2008 to 2018. Frontiers of Education in China, 15(1), 142–163.

Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(1), 331–348.

Nokes-Malach, T., Richey, J., & Gadgil, S. (2015). When is it better to learn together? Insights from research on collaborative learning. Educational Psychology Review, 27(1), 645–656.

Richards, M. R. E., & Omdal, S. N. (2007). Effects of tiered instruction on academic achievement in a secondary science course. Journal of Advanced Research, 18(1), 424–453.

Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A Framework for differentiating classroom instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31–47.

Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world. OECD Publishing.

Shute, V. J., & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1–19.

Shparyk, O. (2019). An issue of differentiated instruction under the individualisation of education tendency. Reflections of the American, Ukrainian and Chinese scholars. Вісник КНЛУ. Серія Педагогіка та психологія. Випуск 31(1), 139-147.

Slavin, R. E. (1990). Mastery learning re-reconsidered. Review of Educational Research, 60(1), 300–302.

Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10(2366), 1-23.

Smets, W., & Struyven, K. (2018). Realist review of literature on catering for different instructional needs with preteaching and extended instruction. Education Sciences, 8(113), 1-18.

Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K−12 students' academic achievement: Findings of two second-order meta-
analyses. Review of Educational Research, 86(1), 849–899.

Stollman, S. H. M. (2018). Differentiated instruction in practice: A teacher perspective. ICLON, Leiden University Graduate School of Teaching.

Storz, C., Maillet, K., Brienne, C., Chotel, L., & Dang, C. (2012). Mobile devices increasing opportunities for informal learning and second language acquisition. In I. A. Sánchez & P. Isaías (Eds.), IADIS international conference mobile learning 2012 (pp.
83-89). IADIS Digital Library.

Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29–36.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., … Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of
literature. Journal for the Education of the Gifted, 27(1), 119–145.

Tomlinson, C. A. (2014). Instructional strategies that support differentiation. In C. A. Tomlinson (Ed.), The differentiated classroom: Responding to the needs of all learners (pp. 102-121). ASCD.

Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. https://files.eric.ed.gov/fulltext/ED443572.pdf

Turner, W., Solis, O., & Kincade, D. (2017). Differentiating instruction for large classes in higher education. International Journal of Teaching and Learning in Higher Education, 29(3), 490–500.

Van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., Van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51–67.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wan, S. W.-Y. (2019). Encyclopedia of educational innovation. Springer.

Wong, L. H., & Hsu, C. K. (2016). Effects of learning styles on learners' collaborative patterns in a mobile-assisted, Chinese character-forming game based on a flexible grouping approach. Technology, Pedagogy and Education, 25(1), 61–77.

Downloads

Published

2021-06-30

Issue

Vol. 6 No. 2: Journal of Nusantara Studies (JONUS)

Section

Articles

How to Cite

VIRTUAL DIFFERENTIATED INSTRUCTION AND ITS IMPLEMENTATION IN MANDARIN TEACHING: A REVIEW. (2021). Journal of Nusantara Studies (JONUS), 6(2), 231-249. https://doi.org/10.24200/jonus.vol6iss2pp231-249