Résumé:
The present research seeks to explore the role of Differentiated Instruction (DI) in improving behavioural engagement among English as a Foreign Language (EFL) pupils at Ousmail Kaci Middle School.
It explores how DI works to meet the diverse interests, readiness levels, and learning profiles of pupils, and how its strategies such as flexible grouping, scaffolding and think-pair-share increase
the pupils’ active participation and involvement in the learning process within the Algerian educational context, as well as the challenges that teachers face in implementing DI. To reach these aims, a descriptive qualitative study was carried out utilizing an overt non-participant classroom observation through predetermined checklist, along with structured interview with teachers. The sample included middle school teachers and their classes at Ousmail Kaci Middle School to collect comprehensive insights into how particular DI strategies used in this school. The results indicate the effectiveness of tailored instructional strategies in enhancing the pupils’ behavioural engagement,along with the difficulties that teachers encounter in applying these strategies. The findings also reveal that DI effectively enhances behavioural engagement through various teaching methods fostering greater pupils’ involvement. However, teachers encounter significant challenges in fully implementing DI due to contextual challenges such lack of teacher-training and curriculum
constraints.
