Résumé:
The present study investigated the role of differentiated instruction in reducing English as a foreign language learners' academic writing difficulties. It aimed to find out whether written expression teachers use differentiated instruction in teaching academic writing and the attitudes of both learners and teachers towards this approach. In order to achieve the objectives of this study, a quantitative approach was used to collect and analyse data. Two questionnaires were administered to both third year EFL learners and written expression teachers at the department of English at Mohammed Seddik Ben Yahia, Jijel. In the light of the obtained results, students have positive attitudes towards differentiated instruction and think that their teachers' knowledge of their differences as learners can help them to overcome their difficulties in academic writing. As EFL learners, they encounter different writing difficulties related to time management, language formality and the development of the writing skill in addition to other difficulties related to grammar and mechanics. Also, it was found that teachers of written expression have positive attitudes towards differentiated instruction. The latter is regarded as an effective approach in reducing EFL learners’ academic writing difficulties
