Ez a mű a Creative Commons Nevezd meg! 4.0 Nemzetközi Licenc feltételeinek megfelelően felhasználható. This monograph examines Hungarian primary and secondary school EFL teachers’ beliefs and practices regarding differentiated instruction (DI) and technology-enhanced differentiated instruction (TEDI). While DI has gained prominence in learner-centred pedagogy in recent decades, including in English as a foreign language (EFL) teaching, its implementation remains challenging in many classrooms. The potential of technology to support such practices is increasingly recognised, yet little is known about how EFL teachers perceive and apply DI and TEDI in the Hungarian public education context. Drawing on a mixed methods research design, this book presents findings from interviews, questionnaires, and classroom research. It examines what Hungarian primary and secondary school EFL teachers believe and report doing in relation to DI and TEDI, as well as the challenges and enablers they associate with these approaches. The research also identifies good practices of TEDI and some commonly used digital tools that can enhance differentiation through self-paced learning, student choice, privacy, and engagement. The book concludes with recommendations for teacher training and highlights the importance of institutional collaboration and adequate ICT infrastructure as integral to realising the potential of technology in promoting meaningful language learning opportunities for all.

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