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Annamária Kótay-Nagy: DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
3 Research Design and Methods
3.2 Phase 1: Exploring Hungarian Primary and Secondary School EFL Teachers’ Beliefs and Self-Reported Practices of DI and TEDI (Studies 1 and 2)
3.2 Phase 1: Exploring Hungarian Primary and Secondary School EFL Teachers’ Beliefs and Self-Reported Practices of DI and TEDI (Studies 1 and 2)
3.2.1 The Interview Study (Study 1)
3.2.2 The Questionnaire Study (Study 2)
3.2.3 Synthesising the Results of Studies 1 and 2
Eszköztár
Tartalomjegyzék
DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
Copyright Page
Series editors’ foreword
Acknowledgements
1 Introduction
2 Theoretical and Empirical Background
2.1 Differentiated Instruction
2.1.1 Definition, History, and Theoretical Underpinnings
2.1.2 What Differentiated Instruction Is Not and What It Is
2.1.3 Tomlinson’s Model of Differentiated Instruction
2.1.4 The Benefits, Challenges and Enablers of Differentiated Instruction
2.1.5 Differentiated Instruction in TEFL
2.2 Technology-Enhanced Differentiated Instruction
2.2.1 Terminology
2.2.2 The Affordances of Technology for Differentiated Instruction
2.2.3 Technology-Enhanced Differentiated Instruction in TEFL
2.3 The Hungarian Context
2.3.1 DI and TEDI in the Regulatory Documents of Hungarian Public Education
2.3.2 Empirical Research on Differentiated Instruction and Technology-Enhanced Differentiated Instruction in TEFL in Hungary
2.4 The Research Niches and the Research Questions
3 Research Design and Methods
3.1 Justification and Overview of the Research Design
3.2 Phase 1: Exploring Hungarian Primary and Secondary School EFL Teachers’ Beliefs and Self-Reported Practices of DI and TEDI (Studies 1 and 2)
3.2.1 The Interview Study (Study 1)
3.2.2 The Questionnaire Study (Study 2)
3.2.3 Synthesising the Results of Studies 1 and 2
3.3 Phase 2: Identifying Common Patterns of TEDI in the Primary and Secondary School EFL Class (Studies 3, 4, and 5)
3.3.1 A Description of the Focal Participants and Their Institutional Contexts (Studies 3, 4, and 5)
3.3.2 The Interview Study (Study 3)
3.3.3 The Classroom Observation Study (Study 4)
3.3.4 The Student Questionnaire Study (Study 5)
3.3.5 Synthesising the Results of Studies 3, 4, and 5
3.4 Ethical Considerations and Quality Control Measures
3.4.1 Ethical Considerations
3.4.2 Quality Control Measures
4 Results and Discussion
4.1 Phase 1: Exploring Hungarian Primary and Secondary School EFL Teachers’ Beliefs and Self-Reported Practices of DI and TEDI (Studies 1 and 2)
4.1.1 Results of the Interview Study (Study 1)
4.1.2 Results of the Questionnaire Study (Study 2)
4.1.3 Discussion of the Results of Studies 1 and 2
4.2 Phase 2: Identifying Common Patterns of TEDI in the Primary and Secondary School EFL Class (Studies 3, 4, and 5)
4.2.1 Results of the Interview Study (Study 3)
4.2.2 Results of the Classroom Observation Study (Study 4)
4.2.3 Results of the Student Questionnaire Study (Study 5)
4.2.4 Discussion of the Results of Studies 3, 4, and 5: What Common Patterns Can Be Identified in the Ways Some Primary and Secondary School EFL Teachers in Hungary Use Technology for Differentiated Instruction? (RQ 3)
4.2.5 Conclusion and Implications
5 Conclusion
5.1 Summary of the Most Important Findings
5.2 Pedagogical Implications and Recommendations
5.2.1 Pre-Service Teacher Training
5.2.2 In-Service Teacher Training
5.2.3 Intra-Institutional Cooperation
5.2.4 Provision of ICT Facilities at Schools
5.3 Limitations and Future Research Directions
References
Appendices
Appendix A – Summary Table of the Reviewed Topics, Identified Research Gaps and Corresponding Research Questions
Appendix B – Summary Table of the Research Design
Appendix C – The English Translation of the Interview Schedule Used in Study 1
Appendix D – Sample Coded Interview Extract from Study 1
Appendix E – Thematic Map of Study 1
Appendix F – The English Translation of the Questionnaire Items Used in Study 2
Appendix G – Call for Participation in Study 2
Appendix H – The English Translation of the Interview Schedule Used in Study 3
Appendix I – Sample Coded Interview Extract from Study 3
Appendix J – Thematic Map of Study 3
Appendix K – The Initial Version of the Observation Schedule Used in Study 4
Appendix L – The Final Version of the Observation Schedule Used in Study 4
Appendix M – Sample Coded Observation Notes from Study 4
Appendix N – The English Translation of the Questionnaire Items Used in Study 5
Appendix O – The English Translation of the Consent Forms
Appendix O1 – Study 1: The English Translation of the Teacher Consent Form
Appendix O2 – Studies 3, 4, and 5: The English Translation of the Teacher Consent Form
Appendix O3 – Studies 3, 4, and 5: The English Translation of the Consent Form Sent to the School Principals
Appendix P – ICT Tools Used in the Observed Lessons
Appendix P1 – ICT Tools Used in Kamilla’s Lesson: Quizlet, Classcraft, and Canva
Appendix P2 – ICT Tools Used in Bea’s Lesson: British Council’s LearnEnglish Teens Website
Appendix P3 – ICT Tools Used in Rebeka’s Lesson: Kids A–Z and Nearpod
Appendix P4 – ICT Tools Used in Emma’s Lesson: Minecraft and Canva
Appendix P5 – ICT Tools Used in Tímea’s Lesson: Wordwall and LearningApps
Appendix Q – Common Patterns Emerging from the Findings of Studies 3, 4, and 5
Appendix R – Applications Used in the Examined TEDI Practices
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