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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